title: Assessment of cognitive load in multimedia learning using dual-task methodology.
abstract: In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.
authors.affiliation: Erfurt University, Germany. roland.bruenken@uni-erfurt.de
authors.forename: Roland
authors.initials: R
authors.lastname: Brünken
authors.forename: Susan
authors.initials: S
authors.lastname: Steinbacher
authors.forename: Jan L
authors.initials: JL
authors.lastname: Plass
authors.forename: Detlev
authors.initials: D
authors.lastname: Leutner
mesh_terms: D000328:Adult; D003071:Cognition; D003194:Computer-Assisted Instruction; D005260:Female; D006801:Humans; D007858:Learning; D013647:Task Performance and Analysis; D013663:Teaching / Q000379:methods*