Cognitive Load Measurement and Application: A Theoretical Framework for Meaningful Research and Practice (Hardback)
  • Cognitive Load Measurement and Application: A Theoretical Framework for Meaningful Research and Practice (Hardback)
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Cognitive Load Measurement and Application: A Theoretical Framework for Meaningful Research and Practice (Hardback)

(editor)
£120.00
Hardback 278 Pages / Published: 28/11/2017
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Cognitive Load Measurement and Application provides up-to-date research and theory on the functional role of cognitive load measurement and its application in multimedia and visual learning. Grounded in a sound theoretical framework, this edited volume introduces methodologies and strategies that effect high-quality cognitive load measurement in learning. Case studies are provided to aid readers in comprehension and application within various learning situations, and the book concludes with a review of the possible future directions of the discipline.

Publisher: Taylor & Francis Ltd
ISBN: 9781138238947
Number of pages: 278
Weight: 699 g
Dimensions: 229 x 152 mm


MEDIA REVIEWS

"The concept of cognitive load is fundamental to theories of academic learning and instruction, but accurate measurement of cognitive load remains an elusive goal. If you are interested in current explorations of cognitive load measurement, this book belongs on your bookshelf."

-Richard E. Mayer, Distinguished Professor, University of California, Santa Barbara and author of Multimedia Learning: Second Edition

"Bringing together leading cognitive load researchers from diverse disciplines, this book provides a comprehensive and stimulating overview of cognitive load measurement. It covers a broad range of exciting developments with regard to the theory and methodology of measuring cognitive load as well as the application of these measures. I found myself particularly interested in the chapters focusing on physiological and multimodal measurement techniques in combination with machine learning approaches."

-Peter Gerjets, Professor for Learning and Instruction, Leibniz-Institut fur Wissensmedien and University of Tubingen, Germany

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