Assessment of Cognitive Load in Multimedia Learning with Dual-Task Methodology: Auditory Load and Modality Effects
ISAIJLS Volume 32, Number 1, ISSN 0020-4277
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.
Brunken, R., Plass, J.L. & Leutner, D. (2004). Assessment of Cognitive Load in Multimedia Learning with Dual-Task Methodology: Auditory Load and Modality Effects. Instructional Science: An International Journal of the Learning Sciences, 32(1), 115-132.
Cited ByView References & Citations Map
How pacing of multimedia instructions can influence modality effects: A case of superiority of visual texts
Klaus Stiller, Annika Freitag, Peter Zinnbauer, Christian Freitag & Christian Freitag
Australasian Journal of Educational Technology Vol. 25, No. 2 (Jan 01, 2009)
Tien Tien Lee & Kamisah Osman
International Education Studies Vol. 5, No. 6 (2012) pp. 50–64
Jase Inaty & Fida Atallah, Zayed University, United Arab Emirates
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1856–1862
Elizabeth (Betsy) A. Baker, University of Missouri, United States
Journal of Educational Multimedia and Hypermedia Vol. 18, No. 3 (July 2009) pp. 249–266
Diana DeStefano, Aryn Pyke, Matthew F. Rutledge-Taylor & Jo-Anne LeFevre, Carleton University, Canada
EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 1694–1701
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.