Direct Measurement of Cognitive Load in Multimedia Learning

By Roland Brunken, Jan L. Plass, Detlev Leutner. 2003

919 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/70a37f895bee605bed1aa6df431495797b53e86b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Fred Paas
2. John Sweller
3. Tamara van Gog
4. J. V. van Merriënboer
5. Roxana Moreno
6. Slava Kalyuga
7. Richard E. Mayer
8. Alexander Renkl

In Developmental and Educational Psychology

1. Fred Paas
2. John Sweller
3. Tamara van Gog
4. J. V. van Merriënboer
5. Slava Kalyuga
6. Alexander Renkl
7. Roxana Moreno
8. Ton de Jong

In Experimental and Cognitive Psychology

1. Fred Paas
2. Tamara van Gog
3. John Sweller
4. J. V. van Merriënboer
5. Richard E. Mayer
6. Slava Kalyuga
7. Roxana Moreno
8. Alexander Renkl

Citations in the corpus

• The Scientific Value of Cognitive Load Theory: A Research Agenda Based on the Structuralist View of Theories (2009, background): “It has turned out that testing these assumptions seems to be one of the major scientific challenges for CLT (Brünken et al. 2003; Schnotz and Kürschner 2007).”
• Learning with desktop virtual reality: Low spatial ability learners are more positively affected (2014, background): “It has been increasingly used to inform the instructional design and to predict effectiveness with new technologies (Brunken et al., 2003).”
• An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks (2012, background): “The higher the load imposed by the primary explanation task, the lower the available cognitive capacity would be for remembering the words or letters of the secondary task (e.g., Brünken et al. 2003; Chandler and Sweller 1996; Paas et al. 2003; Sweller 1988).”
• Instructional Efficiency: Revisiting the Original Construct in Educational Research (2008, background): “Objective online measures include physiological measures such as heart-rate variability ( Paas & Van Merrienboer, 1994 ; note though that they found this measure to be quite intrusive as well as insensitive to subtle fluctuations in cognitive load), psychophysiological measures such as eye-movement ”
• Instructional Aids to Support a Conceptual Understanding of Multiple Representations. (2009, result): “The latter finding disconfirms Chi’s (2000) probably too optimistic theoretical account of incorrect self-explanations.”
• Cognitive Load Measurement as a Means to Advance Cognitive Load Theory (2003, methodology): “The secondary task technique has also been used in studies by Brünken et al. (2003), Chandler and Sweller (1996; memory task of letters), Marcus et al. (1996; simple tone detection task and memory task of numbers), and Van Gerven, Paas, van Merriënboer, and Schmidt (2002c; simple visual signal-detec”
• The role of working memory components in multimedia comprehension (2008, background): “Brünken et al. (2002) concluded that an audiovisual document imposes a lower load on WM than a visual document.”
• Using Electroencephalography to Measure Cognitive Load (2010, methodology): “Objective measures include secondary task procedures, in which the amount of load imposed by the primary (learning) task is measured by the performance or response time on a secondary task (see Brunken et al. 2003 ).”