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- Vol 7 RE: Chapter 4
cognitive load measurementintrinsic loadextraneous loadgermane loadmental-effort ratingsresponse-time measuresmultimedia learningJournal article Evidence summaryAt a glance
DeLeeuw and Mayer investigate whether commonly used indicators of cognitive load capture a single general burden or distinguish intrinsic, extraneous, and germane processing. In two experiments, 155 low-knowledge college students learned how electric motors work from multimedia lessons.
Key ideas
During learning, the researchers collected mental-effort ratings and response times on a secondary visual-monitoring task; students also rated lesson difficulty and completed transfer tests. The measures correlated only weakly and responded differently to manipulations of redundancy and material complexity and to later transfer performance. The authors interpret this pattern as evidence that no single measure adequately represents all cognitive load and that different indicators may be sensitive to different forms of processing. The study is important for multimedia research because design claims often infer load without measuring it directly.
Why it matters
Its practical methodological lesson is to align a load measure with the particular theoretical component under investigation and, where possible, use multiple converging indicators rather than treating effort, difficulty, or response time as interchangeable.
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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
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