TY - JOUR
AU - Leutner, Detlev
AB - 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.
TI - Assessment of Cognitive Load in Multimedia Learning with Dual-Task Methodology: Auditory Load and Modality Effects
JF - Instructional Science
DO - 10.1023/B:TRUC.0000021812.96911.c5
DA - 2004-10-02
UR - https://www.deepdyve.com/lp/springer-journals/assessment-of-cognitive-load-in-multimedia-learning-with-dual-task-K1wtejhKAf
SP - 115
EP - 132
VL - 32
IS - 2
DP - DeepDyve
ER -