Assessment of Cognitive Load in Multimedia Learning with Dual-Task Methodology: Auditory Load and Modality Effects

TLDR: This paper conducted two within-subject experiments with 10 participants each in order to investigate if the audiovisual presentation of verbal and pictorial learning material would lead to a higher demand on phonological cognitive capacities than the visual-only presentation of the same material.

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.