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Measuring Cognitive Load in Embodied Learning Settings.

Alexander Skulmowski1, Günter Daniel Rey1

  • 1Psychology of Learning with Digital Media, Chemnitz University of TechnologyChemnitz, Germany.

Frontiers in Psychology
|August 22, 2017
PubMed
Summary
This summary is machine-generated.

Embodied learning research faces challenges in measuring cognitive load. This review examines surveys, behavioral, and physiological methods, highlighting issues with subjective phrasing and dual-tasking, while noting potential for physiological and meta-cognitive measures.

Keywords:
cognitive loadcognitive load theoryembodied cognitionlearningmeasurement

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Area of Science:

  • Cognitive Psychology
  • Educational Technology
  • Human-Computer Interaction

Background:

  • Embodied cognition research influences multimedia learning and instructional psychology.
  • Embodied learning, focusing on bodily action and perception, presents unique challenges for measuring cognitive load compared to traditional methods.

Purpose of the Study:

  • To review recent studies on embodied learning that measured cognitive load.
  • To assess the effectiveness of various measurement methods (surveys, behavioral, physiological) in embodied learning contexts.
  • To identify challenges and provide recommendations for researchers designing embodied learning studies.

Main Methods:

  • Review of recent studies employing surveys, behavioral data, and physiological measures to assess cognitive load in embodied learning.
  • Analysis of the suitability and limitations of each measurement approach for embodied learning scenarios.

Main Results:

  • Subjective measures require careful phrasing for embodied learning contexts.
  • Dual-task measures show both potential and drawbacks.
  • Physiological measures offer promise but may necessitate mobile equipment.
  • Meta-cognitive measures can enhance cognitive load assessment.

Conclusions:

  • Effective measurement of cognitive load in embodied learning requires tailored approaches.
  • Researchers must consider the specific challenges of each method, particularly regarding subjective and dual-task measures.
  • Integrating physiological and meta-cognitive measures holds significant potential for advancing embodied learning research.