An examination of two mental workload measurement approaches to understanding multimedia learning

Abstract

This study reports on an examination of two measures of mental workload: the NASA-TLX and Paas’ Subjective Cognitive Load (SCL) measure. The goal was to assess the relative efficacy of the measures in the design and research of multimedia learning environments. Benchmarks based on the literature as to the goals for mental workload measurement in learning research are established. A multifaceted study was conducted which manipulated various aspects of mental workload in order to study the utility of these two measures in detecting changes in load and their relationship to learning outcomes. The results indicate that the weighted version of the NASA-TLX provided little additional value over the unweighted version of the measure. While both the NASA-TLX and SCL measures were sensitive to changes in both intrinsic and extraneous load, the study revealed differences in the measures based on levels of each of these load factors. The study also concludes that a better understanding of the third factor, germane load, will be needed to both expand the theoretical framework about mental workload in instructional settings and further understand the utility of these two measures.