Direct measurement of cognitive load in multimedia learning

Research output: Contributions to collected editions/worksChapterpeer-review

Authors

Cognitive load theory (CLT) is gaining increasing importance in the design and evaluation of instruction, both traditional and technology based. Although it is well understood as a theoretical construct, the measurement of cognitive load induced by instructional materials in general, and by multimedia instruction in particular, mainly relies on methods that are either indirect, subjective, or both. Integrating aspects of CLT, working memory research, and cognitive theories of multimedia learning, we describe the conceptual basis and practical implementation of a dual-task approach to the direct measurement of cognitive load in multimedia learning. This computer-based instrument provides a direct and objective measure that overcomes many of the shortcomings of other indirect and subjective methods that will enable researchers to validate empirically theoretical predictions of CLT.

Original languageEnglish
Title of host publicationCognitive Load Theory & Instructional Design
Number of pages9
PublisherTaylor and Francis Inc.
Publication date01.01.2003
Pages53-61
ISBN (print)9780805896107
ISBN (electronic)9781135065812
DOIs
Publication statusPublished - 01.01.2003
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2003 by Lawrence Erlbaum Associates, Inc.