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

Auditory load and modality effects

Roland Brünken, Jan Plass, Detlev Leutner

Research output: Contribution to journalArticle

Abstract

Using cognitive load theory and cognitive theory of multimedia learning as a framework, we conducted two within-subject experiments with 10 participants each in order to investigate (1) if the audiovisual presentation of verbal and pictorial learning materials would lead to a higher demand on phonological cognitive capacities than the visual-only presentation of the same material, and (2) if adding seductive background music to an audiovisual information presentation would increase the phonological cognitive load. We employed the dual-task methodology in order to achieve a direct measurement of cognitive load in the phonological system. In both experiments, the modality effect could be confirmed in the patterns of secondary task performance and in the primary learning task.

Original languageEnglish (US)
Pages (from-to)115-132
Number of pages18
JournalInstructional Science
Volume32
Issue number1-2
StatePublished - Jan 2004

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Multimedia
multimedia
Learning
Verbal Learning
methodology
Task Performance and Analysis
Music
learning
cognitive theory
experiment
music
demand
performance

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Assessment of cognitive load in multimedia learning with dual-task methodology : Auditory load and modality effects. / Brünken, Roland; Plass, Jan; Leutner, Detlev.

In: Instructional Science, Vol. 32, No. 1-2, 01.2004, p. 115-132.

Research output: Contribution to journalArticle

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