“School of Cognitive Sciences”
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| Paper IPM / Cognitive Sciences / 17697 |
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Multimedia is extensively used for educational purposes. However, certain types of multimedia lack proper design, which could impose a cognitive load on the user. Therefore, it is essential to predict cognitive load and understand how it impairs brain functioning. Participants watched a version of educational multimedia that applied Mayer's principles, followed by a version that did not. Meanwhile, their electroencephalography (EEG) was recorded. Subsequently, they participated in a post-test and completed a self-reported cognitive load questionnaire. The audio envelope and word frequency were extracted from the multimedia, and the temporal response functions (TRFs) were obtained using a linear encoding model. We observed that the behavioral data are different between the two groups and the TRFs of the two multimedia versions were different. We saw changes in the amplitude and latencies of both early and late components. In addition, correlations were found between behavioral data and the amplitude and latencies of TRF components. Cognitive load decreased participants' attention to the multimedia, and semantic processing of words also occurred with a delay and smaller amplitude. Hence, encoding models provide insights into the temporal and spatial mapping of the cognitive load activity, which could help us detect and reduce cognitive load in potential environments such as educational multimedia or simulators for different purposes.
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