Dual computer displays reduce extraneous cognitive load

Bibliographic Data

ID21499409
AuthorsRobert A Miller (0000-0002-8158-0291, Florida Institute of Technology School of Psychology Melbourne Florida USA, corresponding author), Cheryl K Stenmark (0000-0001-6479-2826, Department of Psychology & Sociology Angelo State University San Angelo Texas USA), Kyle van Ittersum (Department of Psychology & Sociology Angelo State University San Angelo Texas USA), Kyle W van Ittersum (0000-0002-5321-6652, Angelo State University)
Year2020
Volume36
Issue6
Pages890-897
Publication date2020-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Computer Assisted Learning (JOURNAL)
Journal identifiersISSN: 0266-4909 • E-ISSN: 1365-2729
PublisherWiley (PUBLISHER • GB)
DOI10.1111/jcal.12442
OpenAlexW3023421342
LanguageEN
References cited15

Dual display desktop computers are becoming more prevalent in the home, workplace, and schools, yet there has been little research into how learning and productivity are impacted by having a second display. One useful method in exploring this question is to measure cognitive load during an intensive learning event. This study compared perceived cognitive load among participants in a military training program using one or two computer displays. Participants using dual monitors reported lower unnecessary cognitive load than participants using one monitor. The implications of these findings for theory and practice are discussed

Cognition · Cognitive Load · Cognitive psychology · Computer-Assisted Instruction · Human–computer interaction · Multimedia · Productivity · Simulation · Applied Psychology · Computer Science · Gaze Tracking and Assistive Technology · Learning Styles and Cognitive Differences · Psychology · Visual and Cognitive Learning Processes