Abstract
Using cognitive load theory and cognitivetheory of multimedia learning as a framework,we conducted two within-subject experimentswith 10 participants each in order toinvestigate (1) if the audiovisual presentationof verbal and pictorial learning materialswould lead to a higher demand on phonologicalcognitive capacities than the visual-onlypresentation of the same material, and (2) ifadding seductive background music to anaudiovisual information presentation wouldincrease the phonological cognitive load. Weemployed the dual-task methodology in order toachieve a direct measurement of cognitive loadin the phonological system. In bothexperiments, the modality effect could beconfirmed in the patterns of secondary taskperformance and in the primary learning task.
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Brünken, R., Plass, J.L. & Leutner, D. Assessment of Cognitive Load in Multimedia Learning with Dual-Task Methodology: Auditory Load and Modality Effects. Instructional Science 32, 115–132 (2004). https://doi.org/10.1023/B:TRUC.0000021812.96911.c5
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DOI: https://doi.org/10.1023/B:TRUC.0000021812.96911.c5