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.

Development of an instrument for measuring different types of cognitive load. Behavior

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Abstract. We propose a method, called PREDIQT, for model based prediction of impact of architecture design changes on system quality. PREDIQT supports simultaneous analysis of several quality attributes and their trade-offs. This paper argues for the feasibility of the PREDIQT method based on a comprehensive industrial case study targeting a system for managing validation of electronic certificates and signatures worldwide. We give an overview of the PREDIQT method, and present an evaluation of the method in terms of a feasibility study.

The fact that researchers have not been able to reach consensus about what constitutes dyslexia, may lead to inconsistency in the operational definitions of the measures used to assess dyslexia, which in turn jeopardizes the validity of these assessments. As this has potential negative consequences for children in need of remedial reading instruction, the purpose of this study was to examine the procedures for assessing dyslexia, including diagnostic criteria and test battery used. Participants were 118 employees (responsible for dyslexia assessment) at Educational-psychological services (EPSs) in South-Eastern Norway who answered a survey consisting of 19 questions about assessment procedures in their school district. Results showed that a majority (102) of the EPSs emphasized findings from one test battery (Logos) in the assessment work. Further, 71% of participants reported that schools in their school district used a reading assessment which does not have enough documentation of psychometric properties.