Explicit Causality Enhances Multimedia Learning

2011 ◽  
Author(s):  
Francesca R. Flores ◽  
Michael J. Serra ◽  
Jessecae K. Marsh
Keyword(s):  
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.

A Testing Effect With Multimedia Learning

2007 ◽  
Author(s):  
Cheryl I. Johnson ◽  
Richard E. Mayer
Keyword(s):  
Testing Effect ◽  
Multimedia Learning

Effects of alternating diagrams on multimedia learning

2011 ◽  
Author(s):  
Francesca R. Flores ◽  
Michael J. Serra
Keyword(s):  
Multimedia Learning

Coordinating visual and auditory cueing in multimedia learning.

2019 ◽  
Vol 111 (2) ◽  
pp. 235-255 ◽  
Author(s):  
Heping Xie ◽  
Richard E. Mayer ◽  
Fuxing Wang ◽  
Zongkui Zhou
Keyword(s):  
Multimedia Learning ◽  
Auditory Cueing
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