Cognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues

Autor/inn/en	Anmarkrud, Øistein; Andresen, Anette; Bråten, Ivar
Titel	Cognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues
Quelle	In: Educational Psychologist, 54 (2019) 2, S.61-83 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2018.1554484
Schlagwörter	Cognitive Processes; Difficulty Level; Multimedia Instruction; Short Term Memory; Measurement Techniques; Evaluation Methods; Physiology; Theories; Educational Technology; Technology Uses in Education; Elementary Secondary Education; Higher Education + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Multimediales Lernen; Kurzzeitgedächtnis; Messtechnik; Physiologie; Theory; Theorie; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This article reviews contemporary research on multimedia learning that uses cognitive load theory as the major theoretical framework. In particular, we address the extent to which working memory has been conceptualized and measured in this research, what kind of subjective measures of cognitive load have been used and whether such measures are combined with other measures of cognitive load, and how results from subjective measures have been related to learning and achievement. The findings show that most of the reviewed studies did not include any clear conceptualization or measurement of working memory, used only general subjective measures containing one or very few items, and did not report findings consistent with the hypothesized relationship between cognitive load and multimedia learning. The findings are discussed in relation to the broader goal of improving research on cognitive load in the context of multimedia learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01