NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1047646
Record Type: Journal
Publication Date: 2014
Pages: 11
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0144-3410
Measuring Cognitive Load with Electroencephalography and Self-Report: Focus on the Effect of English-Medium Learning for Korean Students
Lee, Hyunjeong
Educational Psychology, v34 n7 p838-848 2014
This study investigated a reliable and valid method for measuring cognitive load during learning through comparing various types of cognitive load measurements: electroencephalography (EEG), self-reporting, and learning outcome. A total of 43 college-level students underwent watching a documentary delivered in English or in Korean. EEG was measured during watching, and subjective rating load was reported right after watching. Comprehension was tested for learning achievements. The results demonstrated a positive relationship between difficulty rating by self-report and beta frequency via EEG in the T3 area (Pearson r = 0.309, p < 0.05). Difficulty rating and learning performance are correlated negatively and significantly (Pearson r = -0.391, p < 0.01). The results have theoretical implications supporting cognitive load theory in terms of a negative relationship between the difficulty rating and the learning performance. On the practical side, the study contributes to provide the information of validity of cognitive load measurements.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea