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

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.

Multiple Negative Emotions During Learning With Digital Learning Environments – Evidence on Their Detrimental Effect on Learning From Two Methodological Approaches

“…This phenomenon might be even more important in digital learning environments as they impose significant challenges to learners (e.g., for navigation through non-linear hyperlinked environments, coordinating multiple goals, integrate agent feedback, use sophisticated learning strategies; Opfermann et al, 2013). Future studies aiming to explain why negative emotions pose a detrimental effect on learning are needed, including cognitive load and its relation to working memory (Seufert, 2018; Anmarkrud et al, 2019).…”

Predicting Visuospatial and Verbal Working Memory by Individual Differences in E-Learning Activities

“…The cognitive load theory suggests that learning can be best explained by an information-processing model of human cognition, in which novel memoranda needs to be processed by WM before it can be manifested in long-term memory (Van Merriënboer and Sweller, 2005;Sweller, 2010). As WM has a limited capacity, the cognitive load theory pinpoints the importance of reducing unnecessary WM loads, allowing students' to direct their WM capacity to merely learning-related processes (Anmarkrud et al, 2019). In other words, if the WM capacity threshold is exceeded, it could result to a cognitive overload, and thereby to inhibited learning outcomes (Kalyuga, 2011).…”

Assessing learning effort with hand motion tracking methods

“…While there is a rush toward implementation, there are still gaps in the detection of these measures (Anmarkrud et al, 2019). These gaps in the current knowledge for predictive analytics are barriers to moving toward the future learning ecosystem for e‐learning (Walcutt & Schatz, 2019).…”

“…Accordingly, various measures of cognitive load have been proposed for assessing whether educational content is imposing an adequate level of difficulty. One of the simplest measures is self‐report, which is a subjective but also a reliable, and valid measure of cognitive load (e.g., Anmarkrud et al, 2019; Paas, 1992). Nevertheless, the self‐report measure is typically presented to the students after certain sets of tasks or learning assignments (Brunken et al, 2003).…”