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

Roland Brünken, Susan Steinbacher, Jan Plass, Detlev Leutner

Research output: Contribution to journalReview article

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.

Original languageEnglish (US)
Pages (from-to)109-119
Number of pages11
JournalExperimental Psychology
Volume49
Issue number2
DOIs
StatePublished - 2002

Fingerprint

Multimedia
Learning
Multimedia Learning
Cognitive Load
Methodology
Dual Task

Keywords

  • Cognitive load
  • Dual task
  • Learning with multimedia

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology

Cite this

Assessment of cognitive load in multimedia learning using dual-task methodology. / Brünken, Roland; Steinbacher, Susan; Plass, Jan; Leutner, Detlev.

In: Experimental Psychology, Vol. 49, No. 2, 2002, p. 109-119.

Research output: Contribution to journalReview article

Brünken, Roland ; Steinbacher, Susan ; Plass, Jan ; Leutner, Detlev. / Assessment of cognitive load in multimedia learning using dual-task methodology. In: Experimental Psychology. 2002 ; Vol. 49, No. 2. pp. 109-119.
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