Measuring Cognitive Load in the Presence of Educational Video: Towards a Multimodal Methodology

Autor/inn/en	Kruger, Jan-Louis; Doherty, Stephen
Titel	Measuring Cognitive Load in the Presence of Educational Video: Towards a Multimodal Methodology
Quelle	In: Australasian Journal of Educational Technology, 32 (2016) 6, S.19-31 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Cognitive Processes; Difficulty Level; Blended Learning; Online Courses; Video Technology; Technology Uses in Education; Educational Technology; Instructional Design; Multimedia Instruction; Short Term Memory; Psychometrics; Eye Movements; Medicine; Statistical Analysis; Measurement; Research Methodology + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Online course; Online-Kurs; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Multimediales Lernen; Kurzzeitgedächtnis; Psychometry; Psychometrie; Augenbewegung; Medizin; Statistische Analyse; Messverfahren; Research method; Forschungsmethode
Abstract	The use of video has become well established in education, from traditional courses to blended and online courses. It has grown both in its diversity of applications as well as its content. Such educational video however is not fully accessible to all students, particularly those who require additional visual support or students studying in a foreign language. Subtitles (also known as captions) represent a unique solution to these language and accessibility barriers, however, the impact of subtitles on cognitive load in such a rich and complex multimodal environment has yet to be determined. Cognitive load is a complex construct and its measurement by means of single indirect and unidimensional methods is a severe methodological limitation. Building upon previous work from several disciplines, this paper moves to establish a multimodal methodology for the measurement of cognitive load in the presence of educational video. We show how this methodology, with refinement, can allow us to determine the effectiveness of subtitles as a learning support in educational contexts. This methodology will also make it possible to analyse the impact of other multimedia learning technology on cognitive load. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01