| This collection of three papers examines questions relating to the measurement of cognitive load in multimedia learning. Paper I compares two approaches to the measurement of cognitive load experienced by learners, in terms of their respective predictive validity: Dual task measurement, and three types of self-report measurement instruments. Paper I concludes that, although each instrument has its strengths and relative weaknesses, one of the self-report measures in particular, the task complexity index, offers predictive validity in addition to practical advantages over the dual task paradigm of load measurement. Paper II examines the structure of cognitive load experienced by different types of learners in terms of its additivity under varying conditions of cognitive load. The conclusion is reached that cognitive load is nonlinearly additive, and learners with different types of verbal and spatial abilities, and prior knowledge, show different response profiles to cognitive load. Drawing on these findings, and in response to the need for reliable, comprehensive cognitive load measurement instruments, Paper III discusses alternative further research into cognitive load measurement, using fMRI---functional magnetic resonance imaging. These three papers are set in context with an introduction to cognitive load theory, and then discussed in general terms with the overall aim of improving the design of multimedia instruction. |
