Assessment of cognitive load in multimedia learning with dual-task methodology: Auditory load and modality effects
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Assessment of cognitive load in multimedia learning with dual-task methodology : Auditory load and modality effects. / Brünken, Roland; Plass, Jan L.; Leutner, Detlev.
In: Instructional Science, Vol. 32, No. 1-2, 01.01.2004, p. 115-132.Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Assessment of cognitive load in multimedia learning with dual-task methodology
T2 - Auditory load and modality effects
AU - Brünken, Roland
AU - Plass, Jan L.
AU - Leutner, Detlev
PY - 2004/1/1
Y1 - 2004/1/1
N2 - Using cognitive load theory and cognitive theory of multimedia learning as a framework, we conducted two within-subject experiments with 10 participants each in order to investigate (1) if the audiovisual presentation of verbal and pictorial learning materials would lead to a higher demand on phonological cognitive capacities than the visual-only presentation of the same material, and (2) if adding seductive background music to an audiovisual information presentation would increase the phonological cognitive load. We employed the dual-task methodology in order to achieve a direct measurement of cognitive load in the phonological system. In both experiments, the modality effect could be confirmed in the patterns of secondary task performance and in the primary learning task.
AB - Using cognitive load theory and cognitive theory of multimedia learning as a framework, we conducted two within-subject experiments with 10 participants each in order to investigate (1) if the audiovisual presentation of verbal and pictorial learning materials would lead to a higher demand on phonological cognitive capacities than the visual-only presentation of the same material, and (2) if adding seductive background music to an audiovisual information presentation would increase the phonological cognitive load. We employed the dual-task methodology in order to achieve a direct measurement of cognitive load in the phonological system. In both experiments, the modality effect could be confirmed in the patterns of secondary task performance and in the primary learning task.
KW - Psychology
UR - http://www.scopus.com/inward/record.url?scp=3843068798&partnerID=8YFLogxK
U2 - 10.1023/b:truc.0000021812.96911.c5
DO - 10.1023/b:truc.0000021812.96911.c5
M3 - Journal articles
AN - SCOPUS:3843068798
VL - 32
SP - 115
EP - 132
JO - Instructional Science
JF - Instructional Science
SN - 0020-4277
IS - 1-2
ER -