The effects of video on cognitive load and social presence in multimedia-learning

  • Authors:

  • Bruce D. Homer;Jan L. Plass;Linda Blake

  • Affiliations:

  • Department of Applied Psychology, New York University, 239 Greene Street, NY 10003, United States;Educational Communication and Technology Program, New York University, United States;Department of Applied Psychology, New York University, 239 Greene Street, NY 10003, United States

  • Venue:
  • Computers in Human Behavior
  • Year:
  • 2008

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Abstract

Two studies examined the use of video in multimedia learning environments. In Study 1, participants (N=26) viewed one of two versions of a computer-based multimedia presentation: video, which included a video of a lecture with synchronized slides, or no video, which included the slides but only an audio narration of the lecture. Learning, cognitive load and social presence were assessed, but a significant difference was found only for cognitive load, with video experiencing greater cognitive load, t (24)=2.45, p