The effects of video on cognitive load and social presence in multimedia-learning

2008 ◽  
Vol 24 (3) ◽  
pp. 786-797 ◽  
Author(s):  
Bruce D. Homer ◽  
Jan L. Plass ◽  
Linda Blake
Keyword(s):  
Cognitive Load ◽  
Social Presence ◽  
Multimedia Learning

Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology

2002 ◽  
Vol 49 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Roland Brünken ◽  
Susan Steinbacher ◽  
Jan L. Plass ◽  
Detlev Leutner
Keyword(s):  
Cognitive Load ◽  
Dual Task ◽  
Cognitive Load Theory ◽  
Multimedia Learning ◽  
Learning Systems ◽  
Learning Materials ◽  
New Approach ◽  
Direct Assessment ◽  
Load Theory ◽  
Audiovisual Presentation

Abstract. In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we 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 for the assessment of cognitive load induced by complex multimedia learning systems.

scholarly journals An EEG-Based Cognitive Load Assessment in Multimedia Learning Using Feature Extraction and Partial Directed Coherence

IEEE Access ◽  
2017 ◽  
Vol 5 ◽  
pp. 14819-14829 ◽  
Author(s):  
Moona Mazher ◽  
Azrina Abd Aziz ◽  
Aamir Saeed Malik ◽  
Hafeez Ullah Amin
Keyword(s):  
Feature Extraction ◽  
Cognitive Load ◽  
Multimedia Learning ◽  
Partial Directed Coherence

The relationship between social presence and cognitive load

2019 ◽  
Vol 16 (2) ◽  
pp. 172-182
Author(s):  
Jamie Costley
Keyword(s):  
Online Learning ◽  
Cognitive Load ◽  
Learning Environments ◽  
Social Presence ◽  
Online Learning Environments ◽  
Content Type ◽  
Germane Cognitive Load ◽  
High Level ◽  
The Relationship ◽  
Spearman’S Correlation

Purpose As online learning has become more prevalent, how learners interact with each other in those learning environments has become more salient. To develop effective levels of interaction, students must feel comfortable to express their ideas and views. For this reason, this paper aims to look at how individual students’ levels of social presence affect germane cognitive load. Germane cognitive load is the amount that students are able to construct schema and can be seen as analogous to learning. Design/methodology/approach This study looks at the results of survey data (n = 433) that investigate the relationship between social presence and germane cognitive load. The students were surveyed from the Open Cyber University of Korea in the fall semester of 2018. Findings The present study found a statistically significant positive relationship between social presence and germane cognitive load. The study found a Spearman’s correlation coefficient of 0.595. Furthermore, the sample was divided into a high, medium and low grouping of social presence. Among these groupings, the high level social presence had the highest level of germane cognitive load, and the low level social presence had the lowest level of germane cognitive load. Originality/value This result shows the importance and value of developing levels of social presence in online environments. Some research has shown relationships between student interaction and learning, but the present study looks directly at social presence and germane cognitive load. From this research, the authors can see the value of encouraging higher levels of social interaction in online learning environments.

scholarly journals The Effects of Verbal and Non-Verbal Cues in Multimedia

2019 ◽  
Vol 8 (9S2) ◽  
pp. 753-756
Keyword(s):  
Information System ◽  
Computational Linguistics ◽  
Social Presence ◽  
Multimedia Learning ◽  
Verbal Communication ◽  
Nonverbal Cues ◽  
Verbal Cues ◽  
Factors Affecting

This article represents the effects of verbal and nonverbal cues in multimedia and how they impact the audience. Social presence and various factors affecting it are also highlighted in this article. CCS Concepts Information system→ Verbal and non-verbal communication- Computational linguistics → Multimedia learning

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