Assessment of cognitive load in multimedia learning with dual-task methodology: Auditory load and modality effects

Roland Brünken, Jan L. Plass, Detlev Leutner

Research output: Contribution to journalArticlepeer-review

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
DOIs
StatePublished - 2004

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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