Measuring learning performance and cognitive activity during multimodal comprehension

Abstract

This study is focusing on learning performance and cognitive activity during text comprehension and multimedia comprehension. We use Electroencephalography (EEG Alpha, Beta, and Theta bands) to monitor cognitive load and emotions during each presentation, and computational modeling of comprehension to measure learning performance. We collected the data set for our experiment through a human study. We have applied this study on sixteen participants, in which their EEG activity and learning progress were recorded during text and multimedia comprehension. The results showed measurable differences in Alpha and Beta bands power between text and multimedia presentations. Furthermore, measurements of experienced emotions revealed that multimedia presentation induced positive emotions in a higher magnitude than text as expected. Simultaneously, text presentation created higher cognitive load than multimedia.