Understanding the cognitive cost of multimedia learning: effects of visual load and language proficiency

Multimedia learning environments require learners to process and integrate information across visual and auditory modalities, often under conditions of limited cognitive capacity. In this study, we examined how visual load (defined as the number of images accompanying audio narration) and individual differences in language proficiency, sustained attention, and working memory influence learning outcomes in international university students. In two experiments (N = 61, M = 21.2 years), we examined how different visual loads affected memory recall. In Experiment 1, participants viewed narrated slides that included varying numbers of images, specifically from 0 to 3 images, and then completed an immediate recall…

• HS
  Hungarian Scientific Research Fund

  Awards: OTKA FK 146604, FK 146604