Assessment of instantaneous cognitive load imposed by educational multimedia using electroencephalography signals

Re-examining cognitive load measures in real-world learning: Evidence from both subjective and neurophysiological data

BACKGROUND

Cognitive load theory is widely used in educational research and instructional design, which relies heavily on conceptual constructs and measurement instruments of cognitive load. Due to its implicit nature, cognitive load is usually measured by other related instruments, such as commonly-used self-report scales of mental effort or task difficulty. However, these concepts are different in nature, as they emphasize distinct perspectives on cognitive processing. In addition, real-world learning is more complex than simplified experimental conditions. Simply assuming that these variables will change in a monotonic way with workload may be misleading.

AIMS

This study aims to examine whether these measures are consistent with each other, and to discover the neurophysiological basis underlying the potential discrepancy.

SAMPLE

The study collected data in both a real-world (Study 1, 22 high school students in 13 math classes) and a laboratory setting (Study 2, 30 students in 6 lab-based math tasks).

METHODS

In addition to self-report measures, the study also collected multimodal neurophysiological data, such as electroencephalography (EEG), electrodermal activity (EDA), and photoplethysmography (PPG).

RESULTS

The results show that although the difficulty level can be perceived with difficulty ratings, it does not lead to the corresponding level of mental effort. Only within an appropriate level of load, can we observe a positive correlation between self-report difficulty and mental effort. Neurophysiological evidence also supports the conceptual discrepancies and group differences, indicating distinct neurophysiological mechanisms underlying these 'similar' constructs.

CONCLUSIONS

These findings also emphasize the need for combining these concepts to better evaluate students' cognitive load.

Effects and prediction of cognitive load on encoding model of brain response to auditory and linguistic stimuli in educational multimedia

Multimedia is extensively used for educational purposes. However, certain types of multimedia lack proper design, which could impose a cognitive load on the user. Therefore, it is essential to predict cognitive load and understand how it impairs brain functioning. Participants watched a version of educational multimedia that applied Mayer's principles, followed by a version that did not. Meanwhile, their electroencephalography (EEG) was recorded. Subsequently, they participated in a post-test and completed a self-reported cognitive load questionnaire. The audio envelope and word frequency were extracted from the multimedia, and the temporal response functions (TRFs) were obtained using a linear encoding model. We observed that the behavioral data are different between the two groups and the TRFs of the two multimedia versions were different. We saw changes in the amplitude and latencies of both early and late components. In addition, correlations were found between behavioral data and the amplitude and latencies of TRF components. Cognitive load decreased participants' attention to the multimedia, and semantic processing of words also occurred with a delay and smaller amplitude. Hence, encoding models provide insights into the temporal and spatial mapping of the cognitive load activity, which could help us detect and reduce cognitive load in potential environments such as educational multimedia or simulators for different purposes.

Neurophysiological measures and correlates of cognitive load in attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD) and dyslexia: A scoping review and research recommendations

Working memory is integral to a range of critical cognitive functions such as reasoning and decision-making. Although alterations in working memory have been observed in neurodivergent populations, there has been no review mapping how cognitive load is measured in common neurodevelopmental conditions such as attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD) and dyslexia. This scoping review explores the neurophysiological measures used to study cognitive load in these specific populations. Our findings highlight that electroencephalography (EEG) and functional magnetic resonance imaging (fMRI) are the most frequently used methods, with a limited number of studies employing functional near-infrared spectroscopy (fNIRs), magnetoencephalography (MEG) or eye-tracking. Notably, eye-related measures are less commonly used, despite their prominence in cognitive load research among neurotypical individuals. The review also highlights potential correlates of cognitive load, such as neural oscillations in the theta and alpha ranges for EEG studies, blood oxygenation level-dependent (BOLD) responses in lateral and medial frontal brain regions for fMRI and fNIRS studies and eye-related measures such as pupil dilation and blink rate. Finally, critical issues for future studies are discussed, including the technical challenges associated with multimodal approaches, the possible impact of atypical features on cognitive load measures and balancing data richness with participant well-being. These insights contribute to a more nuanced understanding of cognitive load measurement in neurodivergent populations and point to important methodological considerations for future neuroscientific research in this area.

Reliability of Mental Workload Index Assessed by EEG with Different Electrode Configurations and Signal Pre-Processing Pipelines

BACKGROUND AND OBJECTIVE

Mental workload (MWL) is a relevant construct involved in all cognitively demanding activities, and its assessment is an important goal in many research fields. This paper aims at evaluating the reproducibility and sensitivity of MWL assessment from EEG signals considering the effects of different electrode configurations and pre-processing pipelines (PPPs).

METHODS

Thirteen young healthy adults were enrolled and were asked to perform 45 min of Simon's task to elicit a cognitive demand. EEG data were collected using a 32-channel system with different electrode configurations (fronto-parietal; Fz and Pz; Cz) and analyzed using different PPPs, from the simplest bandpass filtering to the combination of filtering, Artifact Subspace Reconstruction (ASR) and Independent Component Analysis (ICA). The reproducibility of MWL indexes estimation and the sensitivity of their changes were assessed using Intraclass Correlation Coefficient and statistical analysis.

RESULTS

MWL assessed with different PPPs showed reliability ranging from good to very good in most of the electrode configurations (average consistency > 0.87 and average absolute agreement > 0.92). Larger fronto-parietal electrode configurations, albeit being more affected by the choice of PPPs, provide better sensitivity in the detection of MWL changes if compared to a single-electrode configuration (18 vs. 10 statistically significant differences detected, respectively).

CONCLUSIONS

The most complex PPPs have been proven to ensure good reliability (>0.90) and sensitivity in all experimental conditions. In conclusion, we propose to use at least a two-electrode configuration (Fz and Pz) and complex PPPs including at least the ICA algorithm (even better including ASR) to mitigate artifacts and obtain reliable and sensitive MWL assessment during cognitive tasks.