Measuring cognitive load with electroencephalography and self-report: focus on the effect of English-medium learning for Korean students

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Abstract

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 = .309, p < .05). Difficulty rating and learning performance are correlated negatively and significantly (Pearson r = −.391, p < .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.

Original languageEnglish
Pages (from-to)838-848
Number of pages11
JournalEducational Psychology
Volume34
Issue number7
DOIs
StatePublished - 10 Nov 2014

Keywords

  • cognitive load
  • measure
  • working memory

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