The DOI matches its Crossref record; 26 of the 26 references it cites were found in a registry or an index.
Assessment of cognitive load in multimedia learning with dual-task methodology: auditory load and modality effects.
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Some studies have used objective techniques such as dual-task measures or physiological parameters to assess cognitive load.
“Some other studies used objective techniques, such as dual task measures (e.g., Brünken et al., 2004), or physiological parameters (e.g., heart rate: Paas and van Merriënboer, 1994; eye blink parameters: Goldstein et al., 1992).”
From Development and Validation of Two Instruments Measuring Intrinsic, Extraneous, and Germane Cognitive Load (2017) · cites this paper as Brünken et al., 2004
Citations
Cites
Mayer, R. E. (2009) · doi:10.1017/cbo9780511811678 · Cited by 7,800
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“Based on a large body of empirical research within the framework of CTML and CLT, the modality effect is known as one of the most reliable and valid instructional design effects in multimedia learning (Brunken and Leutner 2000; Mayer and Moreno 1998; Mousavi et al. 1995; Tabbers 2002).”
BackgroundMethodInfluentialReducing cognitive load by mixing auditory and visual presentation modes.
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Self-citationPlass, J., Chun, D. M., Mayer, R., & Leutner, D. (1998) · Journal of Educational Psychology · doi:10.1037/0022-0663.90.1.25 · Cited by 572
Self-citationWhen two sensory modes are better than one.
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Moreno, R., & Mayer, R. E. (2000) · Journal of Educational Psychology · doi:10.1037/0022-0663.92.1.117 · Cited by 530 · cited 3×
“In the studies presented in this paper, we have used the dual task methodology to study auditory load in the modality effect and to examine a closely related instructional design effect, the seductive background music effect (Moreno and Mayer 2000).”
BackgroundMethodResultAssessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology
Brünken, R., Steinbacher, S., Plass, J. L., & Leutner, D. (2002) · Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) · doi:10.1027//1618-3169.49.2.109 · Cited by 346
Self-citationPlass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (2003) · Computers in Human Behavior · doi:10.1016/s0747-5632(02)00015-8 · Cited by 338
Self-citationCognitive load: updating the theory?
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Mentale Modelle und Effekte der Präsentations- und Abrufkodalität beim Lernen mit Multimedia
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Self-citationBrünken, R., & Leutner, D. (2001) · Pedocs (German Institute for International Educational Research) · doi:10.25656/01:7720 · Cited by 30
Self-citationSchnotz, W. (2001) · Pedocs (German Institute for International Educational Research) · doi:10.25656/01:7717 · Cited by 23
Klauer, K. C. (2002) · Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) · doi:10.1027//1618-3169.49.1.1 · Cited by 7
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Cited by
Sorted by citations
Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load
Sweller, J. (2010) · Educational Psychology Review · doi:10.1007/s10648-010-9128-5 · Cited by 2,020
Cognitive load theory, educational research, and instructional design: some food for thought
de Jong, T. (2010) · Instructional Science · doi:10.1007/s11251-009-9110-0 · Cited by 1,180
“2003) or a change of the screen background color (DeLeeuw and Mayer 2008), or detecting a simple auditory stimulus (Brünken et al. 2004) or a visual stimulus (a colored letter on”
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DeLeeuw, K. E., & Mayer, R. E. (2008) · Journal of Educational Psychology · doi:10.1037/0022-0663.100.1.223 · Cited by 558
Meta-analysis of the modality effect
Ginns, P. (2005) · Learning and Instruction · doi:10.1016/j.learninstruc.2005.07.001 · Cited by 547
Sweller, J. (2004) · Instructional Science · doi:10.1023/b:truc.0000021808.72598.4d · Cited by 470
Moreno, R. (2006) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2006.00170.x · Cited by 395
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The impact of background music on adult listeners: A meta-analysis
Kämpfe, J., Sedlmeier, P., & Renkewitz, F. (2011) · Psychology of Music · doi:10.1177/0305735610376261 · Cited by 285
Brünken, R., Seufert, T., & Paas, F. (2010) · Cognitive Load Theory · doi:10.1017/cbo9780511844744.011 · Cited by 143
Self-citationExploring Multidimensional Approaches to the Efficiency of Instructional Conditions
Tuovinen, J. E., & Paas, F. (2004) · Instructional Science · doi:10.1023/b:truc.0000021813.24669.62 · Cited by 134
Memory characteristics and modality in multimedia learning: An aptitude–treatment–interaction study
Seufert, T., Schütze, M., & Brünken, R. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2008.01.002 · Cited by 102
Self-citationInstructional benefits of spoken words: A review of cognitive load factors
Kalyuga, S. (2012) · Educational Research Review · doi:10.1016/j.edurev.2011.12.002 · Cited by 93
Computing Education Research Today
Fincher, S. A., Tenenberg, J., Dorn, B., Hundhausen, C., McCartney, R., & Murphy, L. (2019) · The Cambridge Handbook of Computing Education Research · doi:10.1017/9781108654555.003 · Cited by 7
Metadata
- Authors
- Brünken, R., Plass, J. L., & Leutner, D.
- Affiliations
- University of Göttingen (DE)
- New York University (US)
- University of Duisburg-Essen (DE)
- Corresponding author
- Brünken, Roland
- Venue
- Instructional Science
- Published
- 2004-01
- Volume
- 32
- Issue
- 1-2
- Pages
- 115-132
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- OpenAlex
- W2121322604
- Cited by
- 277
- References
- 26
- Citations by year
- 2026: 5 · 2025: 12 · 2024: 8 · 2023: 9 · 2022: 16 · 2021: 11 · 2020: 18 · 2019: 40 · 2018: 8 · 2017: 7 · 2016: 14 · 2015: 17 · 2014: 9 · 2013: 9 · 2012: 12
- FWCI
- 10.44
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Instructional Science (publishedVersion)
- GRO (submittedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
- Keywords
- cognitive load, multimedia learning, modality effects, phonological processing, background music, audiovisual presentation, secondary task performance, cognitive theory of multimedia learning
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