Robert Z. Zheng is Associate Professor of Educational Psychology at the University of Utah, USA.

"The concept of cognitive load is fundamental to theories of academic learning and instruction, but accurate measurement of cognitive load remains an elusive goal. If you are interested in current explorations of cognitive load measurement, this book belongs on your bookshelf."—Richard E. Mayer, Distinguished Professor, University of California, Santa Barbara and author of Multimedia Learning: Second Edition"Bringing together leading cognitive load researchers from diverse disciplines, this book provides a comprehensive and stimulating overview of cognitive load measurement. It covers a broad range of exciting developments with regard to the theory and methodology of measuring cognitive load as well as the application of these measures. I found myself particularly interested in the chapters focusing on physiological and multimodal measurement techniques in combination with machine learning approaches." —Peter Gerjets, Professor for Learning and Instruction, Leibniz-Institut für Wissensmedien and University of Tübingen, Germany

• Part I: Theoretical Perspectives on Cognitive Load Measurement 1. The Role of Independent Measures of Load In Cognitive Load Theory 2. Subjective Measures of Cognitive Load: What Can They Reliably Measure? 3. A Critical Analysis of the Theoretical Construction and Empirical Measurement of Cognitive Load 4. The Boundary of Different Approaches in Cognitive Load Measurement: Strengths and Limitations Part II: Methodology in Cognitive Load Measurement and Application 5. Cognitive Load as a Local Characteristic of Cognitive Processes: Implications for Measurement Approaches 6. Secondary Task as a Measure of Cognitive Load 7.Assessing Working Memory Dynamics with Electroencephalography: Implications for Research on Cognitive Load 8. The Use of Ocular-Motor Measures in a Convergent Approach to Studying Cognitive Load 9. Cognitive Load as a Measure of Capture of the Focus of Attention 10. Multimodal and Data-Driven Cognitive Load Measurement Part III: Practices in Cognitive Load Measurement 11. Measuring Cognitive Load in Medical and Health Professions Simulation Training 12. Exploring the Choices for an Effective Method for Cognitive Load Measurement in Asynchronous Interactions of E-Learning 13. Case Studies in Cognitive Load Measurement 14. Connecting Form and Function: Understanding the Role That Cognitive Load Plays in Students’ Ability to Construct Representations of Chemical Structure 15. Neuroergonomic Methods of Assessing Learning

Robert Z. Zheng is Associate Professor of Educational Psychology at the University of Utah, USA.

"The concept of cognitive load is fundamental to theories of academic learning and instruction, but accurate measurement of cognitive load remains an elusive goal. If you are interested in current explorations of cognitive load measurement, this book belongs on your bookshelf."—Richard E. Mayer, Distinguished Professor, University of California, Santa Barbara and author of Multimedia Learning: Second Edition"Bringing together leading cognitive load researchers from diverse disciplines, this book provides a comprehensive and stimulating overview of cognitive load measurement. It covers a broad range of exciting developments with regard to the theory and methodology of measuring cognitive load as well as the application of these measures. I found myself particularly interested in the chapters focusing on physiological and multimodal measurement techniques in combination with machine learning approaches." —Peter Gerjets, Professor for Learning and Instruction, Leibniz-Institut für Wissensmedien and University of Tübingen, Germany

• Part I: Theoretical Perspectives on Cognitive Load Measurement 1. The Role of Independent Measures of Load In Cognitive Load Theory 2. Subjective Measures of Cognitive Load: What Can They Reliably Measure? 3. A Critical Analysis of the Theoretical Construction and Empirical Measurement of Cognitive Load 4. The Boundary of Different Approaches in Cognitive Load Measurement: Strengths and Limitations Part II: Methodology in Cognitive Load Measurement and Application 5. Cognitive Load as a Local Characteristic of Cognitive Processes: Implications for Measurement Approaches 6. Secondary Task as a Measure of Cognitive Load 7.Assessing Working Memory Dynamics with Electroencephalography: Implications for Research on Cognitive Load 8. The Use of Ocular-Motor Measures in a Convergent Approach to Studying Cognitive Load 9. Cognitive Load as a Measure of Capture of the Focus of Attention 10. Multimodal and Data-Driven Cognitive Load Measurement Part III: Practices in Cognitive Load Measurement 11. Measuring Cognitive Load in Medical and Health Professions Simulation Training 12. Exploring the Choices for an Effective Method for Cognitive Load Measurement in Asynchronous Interactions of E-Learning 13. Case Studies in Cognitive Load Measurement 14. Connecting Form and Function: Understanding the Role That Cognitive Load Plays in Students’ Ability to Construct Representations of Chemical Structure 15. Neuroergonomic Methods of Assessing Learning

Robert Z. Zheng is Associate Professor of Educational Psychology at the University of Utah, USA.

"The concept of cognitive load is fundamental to theories of academic learning and instruction, but accurate measurement of cognitive load remains an elusive goal. If you are interested in current explorations of cognitive load measurement, this book belongs on your bookshelf."—Richard E. Mayer, Distinguished Professor, University of California, Santa Barbara and author of Multimedia Learning: Second Edition"Bringing together leading cognitive load researchers from diverse disciplines, this book provides a comprehensive and stimulating overview of cognitive load measurement. It covers a broad range of exciting developments with regard to the theory and methodology of measuring cognitive load as well as the application of these measures. I found myself particularly interested in the chapters focusing on physiological and multimodal measurement techniques in combination with machine learning approaches." —Peter Gerjets, Professor for Learning and Instruction, Leibniz-Institut für Wissensmedien and University of Tübingen, Germany

• Part I: Theoretical Perspectives on Cognitive Load Measurement 1. The Role of Independent Measures of Load In Cognitive Load Theory 2. Subjective Measures of Cognitive Load: What Can They Reliably Measure? 3. A Critical Analysis of the Theoretical Construction and Empirical Measurement of Cognitive Load 4. The Boundary of Different Approaches in Cognitive Load Measurement: Strengths and Limitations Part II: Methodology in Cognitive Load Measurement and Application 5. Cognitive Load as a Local Characteristic of Cognitive Processes: Implications for Measurement Approaches 6. Secondary Task as a Measure of Cognitive Load 7.Assessing Working Memory Dynamics with Electroencephalography: Implications for Research on Cognitive Load 8. The Use of Ocular-Motor Measures in a Convergent Approach to Studying Cognitive Load 9. Cognitive Load as a Measure of Capture of the Focus of Attention 10. Multimodal and Data-Driven Cognitive Load Measurement Part III: Practices in Cognitive Load Measurement 11. Measuring Cognitive Load in Medical and Health Professions Simulation Training 12. Exploring the Choices for an Effective Method for Cognitive Load Measurement in Asynchronous Interactions of E-Learning 13. Case Studies in Cognitive Load Measurement 14. Connecting Form and Function: Understanding the Role That Cognitive Load Plays in Students’ Ability to Construct Representations of Chemical Structure 15. Neuroergonomic Methods of Assessing Learning