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

• Published in: Instructional science Vol. 32; no. 1/2; pp. 115 - 132
• Main Authors: BRÜNKEN, ROLAND, PLASS, JAN L., LEUTNER, DETLEV
• Format: Journal Article
• Language: English
• Published: Dordrecht Kluwer Academic Publishers 01.01.2004; Springer; Springer Nature B.V
• Subjects: Acoustic data; Audiovisual Instruction; Aural learning; Cognition & reasoning; Cognitive Ability; Cognitive Processes; Educational Technology; Epistemology; Learning; Learning Modalities; Learning styles; Multimedia Instruction; Multimedia materials; Music; Music learning; Musical performance; Phonology; Pictorial Stimuli; Schenkerian analysis; Task Analysis; Visual learning
• ISSN: 0020-4277; 1573-1952
• DOI: 10.1023/B:TRUC.0000021812.96911.c5

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.