Assessment of cognitive load in multimedia learning using dual-task methodology.

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Cognitive Architecture and Instructional Design: 20 Years Later (2019, methodology): “This evaluation is based on previous reviews of cognitive load measurement, such as the ones presented in the theoretical articles of Paas et al. (2003, 2008); and van Gog and Paas (2008).”
Cognitive load theory, educational research, and instructional design: some food for thought (2010, methodology): “(2003) have empirically shown the suitability of the dual task approach for measuring cognitive load, this technique is used relatively rarely (for exceptions see, Ayres 2001; Brünken et al. 2002; Chandler and Sweller 1996; Ignacio Madrid et al. 2009; Marcus et al. 1996; Renkl et al. 2003; Sweller 1”
Direct Measurement of Cognitive Load in Multimedia Learning (2003, methodology): “Two experimental studies were conducted based on these considerations (Brünken et al., 2002) in which a visual secondary reaction time task was added to two different multi-media learning tasks.”
The role of working memory components in multimedia comprehension (2008, methodology): “Brünken et al. (2002) concluded that an audiovisual document imposes a lower load on WM than a visual document.”