Assessment of cognitive load in multimedia learning using dual-task methodology.

In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.

[1]  Paul A. Kirschner,et al.  Cognitive load theory: implications of cognitive load theory on the design of learning , 2002 .

[2]  Detlev Leutner,et al.  Mentale Modelle und Effekte der Präsentations- und Abrufkodalität beim Lernen mit Multimedia , 2001 .

[3]  R. Mayer,et al.  Multimedia Learning: The Promise of Multimedia Learning , 2001 .

[4]  Alfred Bork,et al.  Multimedia in Learning , 2001 .

[5]  Detlev Leutner,et al.  Aufmerksamkeitsverteilung oder Aufmerksamkeitsfokussierung? Empirische Ergebnisse zur "Split-Attention-Hypothese" beim Lernen mit Multimedia , 2001 .

[6]  R. Mayer,et al.  A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. , 2000 .

[7]  W. Schnotz,et al.  Einflüsse der Visualisierungsform auf die Konstruktion mentaler Modelle beim Text- und Bildverstehen , 1999 .

[8]  Wolfgang Schnotz,et al.  Individual and co-operative learning with interactive animated pictures , 1999 .

[9]  R. Mayer,et al.  Cognitive Principles of Multimedia Learning: The Role of Modality and Contiguity , 1999 .

[10]  A. Miyake,et al.  Models of Working Memory: Mechanisms of Active Maintenance and Executive Control , 1999 .

[11]  A. Baddeley,et al.  Working Memory: The multiple-component model , 1999 .

[12]  W Schnotz,et al.  [Influence of the type of visualization on the construction of mental models during picture and text comprehension]. , 1999, Zeitschrift fur experimentelle Psychologie : Organ der Deutschen Gesellschaft fur Psychologie.

[13]  R. Mayer,et al.  Maximizing Constructivist Learning From Multimedia Communications by Minimizing Cognitive Load , 1999 .

[14]  R. Mayer,et al.  A Split-Attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory , 1998 .

[15]  A. Miyake,et al.  Models of Working Memory , 1997 .

[16]  R. Mayer,et al.  Multimedia learning: Are we asking the right questions? , 1997 .

[17]  Jochen Musch,et al.  Mentale Bilder und mentale Modelle , 1996 .

[18]  W. Verwey,et al.  Detecting short periods of elevated workload: A comparison of nine workload assessment techniques , 1996 .

[19]  J. Sweller,et al.  Reducing cognitive load by mixing auditory and visual presentation modes , 1995 .

[20]  Fred G. W. C. Paas,et al.  The Efficiency of Instructional Conditions: An Approach to Combine Mental Effort and Performance Measures , 1992 .

[21]  P. Chandler,et al.  Cognitive Load Theory and the Format of Instruction , 1991 .

[22]  A F Sanders,et al.  Resources and dual-task performance; resource allocation versus task integration. , 1989, Acta psychologica.

[23]  M. Wittrock.  Generative Processes of Comprehension , 1989 .

[24]  John Sweller,et al.  Cognitive Load During Problem Solving: Effects on Learning , 1988, Cogn. Sci..

[25]  Emanuel Donchin,et al.  Working Memory in the Acquisition of Complex Cognitive Skills , 1988 .

[26]  Raja Parasuraman,et al.  Varieties of attention , 1984 .