Instructional Science

, Volume 32, Issue 1–2, pp 115–132 | Cite as

Assessment of Cognitive Load in Multimedia Learning with Dual-Task Methodology: Auditory Load and Modality Effects

Abstract

Using cognitive load theory and cognitivetheory of multimedia learning as a framework,we conducted two within-subject experimentswith 10 participants each in order toinvestigate (1) if the audiovisual presentationof verbal and pictorial learning materialswould lead to a higher demand on phonologicalcognitive capacities than the visual-onlypresentation of the same material, and (2) ifadding seductive background music to anaudiovisual information presentation wouldincrease the phonological cognitive load. Weemployed the dual-task methodology in order toachieve a direct measurement of cognitive loadin the phonological system. In bothexperiments, the modality effect could beconfirmed in the patterns of secondary taskperformance and in the primary learning task.

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Copyright information

© Kluwer Academic Publishers 2004

Authors and Affiliations

  • Roland Brünken
    • 1
  • Jan L. Plass
    • 2
  • Detlev Leutner
    • 3
  1. 1.Georg Elias Müller Institut of PsychologyGeorg August University GöttingenGöttingenGermany
  2. 2.The Steinhardt School of EducationNew York UniversityUSA
  3. 3.Department of Learning PsychologyUniversity DuisburgEssenGermany

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