Assessment of cognitive load in multimedia learning

theory, methods and applications

Fred Paas*, Paul Ayres, Mariya Pachman

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The presentation of several sources of information through different, sensory modalities in multimedia environments has great potential for promoting meaningful learning. However, multimedia learning sometimes fails to live up to its full potential, because high cognitive loads are often generated, primarily by the requirement to integrate different sources of information. We argue that. measurement of cognitive load is needed for researchers and designers to be able to engineer the instructional control of this high cognitive load and design effective multimedia learning environments. This chapter describes die theoretical background for the assessment of cognitive load in multimedia learning environments, different methods for assessing copitive load, practical examples to demonstrate how cognitive load can be assessed in those environment, and how such assessments can inform the instructional design process.

Original languageEnglish
Title of host publicationRecent innovations in educational technology that facilitate student learning
EditorsDaniel H. Robinson, Gregory Schraw
Place of PublicationCharlotte, NC
PublisherInformation Age Publishing
Pages11-35
Number of pages25
ISBN (Print)9781593116521
Publication statusPublished - 2008

Publication series

NameCurrent Perspectives on Cognition Learning and Instruction
PublisherInformation Age Publishing, Inc.

Keywords

  • WORKING-MEMORY
  • WORKED EXAMPLES
  • INSTRUCTIONAL-DESIGN
  • SUBJECTIVE MEASURES
  • SPLIT-ATTENTION
  • EYE-MOVEMENTS
  • MENTAL EFFORT
  • ANIMATION
  • INFORMATION
  • PERFORMANCE

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