Direct measurement of cognitive load in multimedia learning
Direct measurement of cognitive load in multimedia learning
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DOI：
10.1207/s15326985ep3801_7
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发表时间：
2003-12-01
影响因子：
8.8
通讯作者：
Leutner, D
中科院分区：
文献类型：
--
作者：
Brünken, R;Plass, JL;Leutner, D
认知负荷理论（CLT）在教学设计和评价中越来越重要，无论是传统的还是基于技术的。虽然它被很好地理解为一个理论结构，一般的教学材料，特别是多媒体教学引起的认知负荷的测量，主要依赖于方法，要么是间接的，主观的，或两者兼而有之。整合CLT，工作记忆研究和多媒体学习的认知理论方面，我们描述了双任务方法的概念基础和实际实施的直接测量认知负荷在多媒体学习。这种基于计算机的工具提供了一种直接和客观的测量方法，克服了其他间接和主观方法的许多缺点，使研究人员能够验证CLT的经验理论预测。
Cognitive load theory (CLT) is gaining increasing importance in the design and evaluation of instruction, both traditional and technology based. Although it is well understood as a theoretical construct, the measurement of cognitive load induced by instructional materials in general, and by multimedia instruction in particular, mainly relies on methods that are either indirect, subjective, or both. Integrating aspects of CLT, working memory research, and cognitive theories of multimedia learning, we describe the conceptual basis and practical implementation of a dual-task approach to the direct measurement of cognitive load in multimedia learning. This computer-based instrument provides a direct and objective measure that overcomes many of the shortcomings of other indirect and subjective methods that will enable researchers to validate empirically theoretical predictions of CLT.