ABSTRACT
This chapter presents a brief summary of research on different objective cognitive load measures that were used in learning studies, specifically those incorporating the dual-task paradigm. The use of the dual-task paradigm in order to objectively measure cognitive load during the ongoing learning process requires participants to perform two tasks simultaneously. The primary task is the given learning task, for instance, having to read and understand an instruction with including textual and pictorial parts about a complex learning content. Applying the dual-task paradigm in those learning situations leads to the secondary-task paradigm. By reviewing the literature from the first use of secondary tasks for measuring cognitive load, three types of secondary tasks can be distinguished. Modality-specific cognitive load, overall cognitive load measure and, continuous cognitive load measure. Finally, advantages and disadvantages of these methods are reflected in the frame of a final discussion, leading to recommendations as to when and how to use the reviewed secondary-task methods.
