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Published on: October 5, 2020
Assessment of cognitive load in multimedia learning using dual-task methodology
Roland Brünken1, Susan Steinbacher, Jan L Plass
1Erfurt University, Germany. roland.bruenken@uni-erfurt.de
Abstract:
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.
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