Analysing the Relationship Between Mental Load or Mental Effort and Metacomprehension Under Different Conditions of Multimedia Design

Cognitive load theory assumes effort may only lead to comprehension if the material-induced leaves enough resources for learning processes. Therefore, multimedia materials should induce as little non-relevant possible. Metacognition research that learners tap into their memory processes generate a mental representation of regulate learning. However, when judging comprehension, need make inferences about actual understanding using cues such experienced and during Theoretical assumptions would assume both affect its metacognitive (metacomprehension). question remains how perceived are related metacomprehension judgments while with material. Additionally, it unclear this varies under different conditions design. To better understand relationship between design material, we conducted randomised between-subjects study ( N = 156) varying material (text-picture integrated, split attention, active integration). Mediation analyses testing direct indirect effects on showed various effects. Beyond via were directly metacomprehension, however, seems vary design, at least effort. As direction effect can be theoretically assumed, but was not empirically tested, follow-up needs identify ways manipulate perceptions without tinkering directly. Despite limitations due correlative has implications our cognitive multimedia.