In the reviewed studies, multimedia design, material type, presentation format, and individual differences were the most selected focus of research. In addition to cognitive load, learning, prior knowledge, and motivation were measured most frequently in these studies. There was a tendency to use subjective methods more often than objective methods to measure cognitive load in investigations. Higher education students were the primary participant group in the cognitive load in multimedia learning research as well. Research results showed that most cognitive load studies in multimedia learning environments conducted thus far have utilized STEM subjects. Most reviewed cognitive load studies on multimedia learning were conducted by researchers in Europe, especially in Germany, followed by Asia, America, Australia, and Africa. The most studied multimedia learning principles in reviewed articles were modality principle, seductive details effect and signaling/cueing principle respectively.
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The results revealed that reviewed studies indicated the type of cognitive load seem to have investigated the extraneous cognitive load more frequently. 94 articles were reviewed in terms of the types of cognitive load, multimedia learning principles, cognitive load measurements, the investigated dependent and independent variables, cognitive processes, the types of multimedia learning environments and the demographic characteristics of the studies. The purpose of this study was to review articles involving cognitive load and multimedia learning between 20 in a systematic way. Therefore, organizing instructional interventions according to an empirically questionable multitasking superiority seems problematic. Gifted students were consistently more successful than non-gifted students, but suffered during concurrent multitasking. After it was included as a covariate, the results of a two-way between-groups ANCOVA revealed that multitasking conditions interfered with learning. Working memory capacity correlated positively with learning outcomes. In addition to content learning, the students’ scores on topic interest, daily multitasking habits, subjective cognitive load and working memory capacity were considered. watching instructional and distractive videos successively). texting during an instructional video) and sequential multitasking (i.e. watching an instructional video without interruption), concurrent multitasking (i.e. The respondents were assigned randomly to three different scenarios: Monotasking (i.e. In this regard, the effect of different multitasking scenarios on multimedia learning was investigated with 93 gifted and 121 non-gifted middle school students. Perceived multitasking superiority of the digital natives and gifted students in the popular education literature need to be investigated with robust studies. Multitasking refers to the simultaneous execution of two or more tasks.
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Working memory components and perceived mental effort correlated with retention in both experiments, whereas subjective cognitive load did not. Retention of the content during online messaging was significantly worse. Retention and cognitive load measures were similar to Experiment 1. Therefore, 60 new subjects were exposed to same interventions in a computer laboratory without EEG headsets. In the second experiment the influence of using EEG headsets was checked. Perceived mental effort correlated with the beta frequency (F7) of the frontal lobe. Findings revealed significant retention loss among concurrent multitaskers, whose perceived mental effort increased in cafeteria. Working memory, retention, subjective cognitive load, perceived mental effort and objective cognitive load (i.e., EEG) were measured. While some subjects studied the material in a library room (n = 63) others (n = 66) studied in a cafeteria. In the first experiment 129 subjects were assigned randomly to three multitasking scenarios while studying a biology video: Concurrent multitasking (n = 42), sequential multitasking (n = 44) and control/no multitasking (n = 43). Two experiments were conducted to investigate the role of multitasking, physical setting and electroencephalography use on retention and cognitive load among undergraduate students in a computer supported learning environment.