The Rhythm Method: A New Method for Measuring Cognitive Load-An Experimental Dual-Task Study
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In: Applied Cognitive Psychology, Vol. 29, No. 2, 01.03.2015, p. 232-243.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - The Rhythm Method
T2 - A New Method for Measuring Cognitive Load-An Experimental Dual-Task Study
AU - Park, Babette
AU - Brünken, Roland
PY - 2015/3/1
Y1 - 2015/3/1
N2 - The present study joins a series of studies that used the dual-task paradigm to measure cognitive load while learning with multimedia instruction. The goal of the current work was to develop a secondary task, to measure cognitive load in a direct and continuous way using intra-individual, behavioral measures. The new task is achieved by utilizing internalized cues. More specifically, a previously practiced rhythm is executed continuously by foot tapping (secondary task) while learning (primary task). Precision of the executed rhythm was used as indicator for cognitive load-the higher the precision, the lower cognitive load. The suitability of this method was examined by two multimedia experiments (n1=30; n2=50). Cognitive load was manipulated by seductive details (Experiment 1: with vs. without) and modality (Experiment 2: on-screen text vs. narration). Learners who learned under low cognitive load conditions (Experiment 1: without seductive details; Experiment 2: narration) showed significantly higher rhythm precision. These results provide evidence that rhythm precision allows for a precise and continuous measurement of cognitive load during learning.
AB - The present study joins a series of studies that used the dual-task paradigm to measure cognitive load while learning with multimedia instruction. The goal of the current work was to develop a secondary task, to measure cognitive load in a direct and continuous way using intra-individual, behavioral measures. The new task is achieved by utilizing internalized cues. More specifically, a previously practiced rhythm is executed continuously by foot tapping (secondary task) while learning (primary task). Precision of the executed rhythm was used as indicator for cognitive load-the higher the precision, the lower cognitive load. The suitability of this method was examined by two multimedia experiments (n1=30; n2=50). Cognitive load was manipulated by seductive details (Experiment 1: with vs. without) and modality (Experiment 2: on-screen text vs. narration). Learners who learned under low cognitive load conditions (Experiment 1: without seductive details; Experiment 2: narration) showed significantly higher rhythm precision. These results provide evidence that rhythm precision allows for a precise and continuous measurement of cognitive load during learning.
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=84924769162&partnerID=8YFLogxK
U2 - 10.1002/acp.3100
DO - 10.1002/acp.3100
M3 - Journal articles
AN - SCOPUS:84924769162
VL - 29
SP - 232
EP - 243
JO - Applied Cognitive Psychology
JF - Applied Cognitive Psychology
SN - 0888-4080
IS - 2
ER -