Abstract

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.

Citation

Brunken, R., Plass, J.L. & Leutner, D. (2004). Assessment of Cognitive Load in Multimedia Learning with Dual-Task Methodology: Auditory Load and Modality Effects. Instructional Science: An International Journal of the Learning Sciences, 32(1), 115-132. Retrieved August 12, 2024 from https://www.learntechlib.org/p/98648/.

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Keywords

• Audiovisual Instruction
• Cognitive Ability
• Cognitive Processes
• educational technology
• Epistemology
• Learning Modalities
• Multimedia Instruction
• music
• Phonology
• Pictorial Stimuli
• Task Analysis