Abstract:

In 2 pilot experiments with 10 female college students each, a new approach to the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, the authors 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 to the assessment of cognitive load induced by complex multimedia learning systems.