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Multimedia: Differences in cognitive processes observed with EEG

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Abstract

This study investigated the cognitive processes involved in learning information presented in multimedia and text format using electroencephalographic (EEG) measures. Thirty-eight students (19 gifted, and 19 average) learned material presented with text (text); text, sound, and picture (picture); and text, sound and video (video), while their EEG was recorded. Alpha power, which is inversely related to mental effort, was analyzed. For thetext presentation, the alpha power measures showed higher amplitudes (less mental activity) over the occipital and temporal lobes, and less alpha power (higher mental activity) over the frontal lobes. The results support the assumption that thevideo andpicture presentations induced visualization strategies, whereas thetext presentation mainly generated processes related to verbal processing. The results further showed that gifted students displayed less mental activity during all three formats of presentation. These differences were especially pronounced for thevideo format. No gender-related differences in EEG patterns related to the format of presentation were observed.

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Authors and Affiliations

  1. the University of Maribor, Slovenia

    Ivan Gerě (assistant professor for physics education)

  2. Pedagoska fakulteta, Maribor, Slovenia

    Norbert Jaušcvec (professor of educational psychology)

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  1. Ivan Gerě
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  2. Norbert Jaušcvec
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Gerě, I., Jaušcvec, N. Multimedia: Differences in cognitive processes observed with EEG. ETR&D 47, 5–14 (1999). https://doi.org/10.1007/BF02299630

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