Direct measurement of cognitive load in multimedia learning

Roland Brünken; Jan L. Plass; Detlev Leutner

doi:10.1207/S15326985EP3801_7

Direct measurement of cognitive load in multimedia learning

Research output: Contributions to collected editions/works › Chapter › peer-review

Standard

Direct measurement of cognitive load in multimedia learning. / Brünken, Roland; Plass, Jan L.; Leutner, Detlev.
Cognitive Load Theory & Instructional Design. Taylor and Francis Inc., 2003. p. 53-61 (Educational Psychologist; Vol. 38 (Spcial Issue), No. 1).

Research output: Contributions to collected editions/works › Chapter › peer-review

Harvard

Brünken, R, Plass, JL & Leutner, D 2003, Direct measurement of cognitive load in multimedia learning. in Cognitive Load Theory & Instructional Design. Educational Psychologist, no. 1, vol. 38 (Spcial Issue), Taylor and Francis Inc., pp. 53-61. https://doi.org/10.1207/S15326985EP3801_7

APA

Brünken, R., Plass, J. L., & Leutner, D. (2003). Direct measurement of cognitive load in multimedia learning. In Cognitive Load Theory & Instructional Design (pp. 53-61). (Educational Psychologist; Vol. 38 (Spcial Issue), No. 1). Taylor and Francis Inc.. https://doi.org/10.1207/S15326985EP3801_7

Vancouver

Brünken R, Plass JL, Leutner D. Direct measurement of cognitive load in multimedia learning. In Cognitive Load Theory & Instructional Design. Taylor and Francis Inc. 2003. p. 53-61. (Educational Psychologist; 1). doi: 10.1207/S15326985EP3801_7

Bibtex

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title = "Direct measurement of cognitive load in multimedia learning",

abstract = "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.",

keywords = "Educational science",

author = "Roland Br{\"u}nken and Plass, {Jan L.} and Detlev Leutner",

note = "Publisher Copyright: {\textcopyright} 2003 by Lawrence Erlbaum Associates, Inc.",

year = "2003",

month = jan,

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doi = "10.1207/S15326985EP3801_7",

language = "English",

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RIS

TY - CHAP

T1 - Direct measurement of cognitive load in multimedia learning

AU - Brünken, Roland

AU - Plass, Jan L.

AU - Leutner, Detlev

PY - 2003/1/1

Y1 - 2003/1/1

N2 - 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.

AB - 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.

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=85139623191&partnerID=8YFLogxK

U2 - 10.1207/S15326985EP3801_7

DO - 10.1207/S15326985EP3801_7

M3 - Chapter

AN - SCOPUS:0037412694

SN - 9780805896107

T3 - Educational Psychologist

SP - 53

EP - 61

BT - Cognitive Load Theory & Instructional Design

PB - Taylor and Francis Inc.

ER -

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