Relationship between Objective and Subjective Cognitive Load Measurements in Multimedia Learning

Autor/inn/en	Mutlu-Bayraktar, Duygu; Ozel, Pinar; Altindis, Fatih; Yilmaz, Bulent
Titel	Relationship between Objective and Subjective Cognitive Load Measurements in Multimedia Learning
Quelle	In: Interactive Learning Environments, 31 (2023) 3, S.1322-1334 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mutlu-Bayraktar, Duygu) ORCID (Ozel, Pinar) ORCID (Altindis, Fatih) ORCID (Yilmaz, Bulent)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1833042
Schlagwörter	Cognitive Processes; Difficulty Level; Multimedia Instruction; Eye Movements; Physiology; Measurement; Undergraduate Students; Retention (Psychology) + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Multimediales Lernen; Augenbewegung; Physiologie; Messverfahren; Merkfähigkeit
Abstract	The aim of this study is to compare subjective and objective cognitive load measurements in a multimedia learning environment. For this purpose, 20 university students studied in multimedia environments designed by researchers during which eye movements and multichannel electroencephalography (EEG) signals were recorded. Self-report ratings were obtained at the end of the experiment, and retention performances of the students were measured. After the data were collected, Pearson Correlation analysis was applied. According to the results, significant relationship between the number of fixations and EEG frequency band powers was found. In addition, there was a negative relationship between retention performance and number of fixations. Moreover, a negative relationship was found between retention performance and self-reported measurements. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01