<?xml version="1.0" encoding="utf-8" standalone="yes"?><rss version="2.0" xmlns:atom="http://www.w3.org/2005/Atom"><channel><title>EdTech on Abhiraj Bibhar</title><link>https://abhiraj.pages.dev/tags/edtech/</link><description>Recent content in EdTech on Abhiraj Bibhar</description><generator>Hugo</generator><language>en</language><lastBuildDate>Thu, 01 Sep 2022 00:00:00 +0000</lastBuildDate><atom:link href="https://abhiraj.pages.dev/tags/edtech/index.xml" rel="self" type="application/rss+xml"/><item><title>Cognitive Load in Multimodal Tutoring Systems</title><link>https://abhiraj.pages.dev/publications/cognitive-load-multimodal-tutoring/</link><pubDate>Thu, 01 Sep 2022 00:00:00 +0000</pubDate><guid>https://abhiraj.pages.dev/publications/cognitive-load-multimodal-tutoring/</guid><description>&lt;h2 id="abstract"&gt;Abstract&lt;/h2&gt;&#10;&lt;p&gt;Multimodal tutoring systems that combine text, audio, and visual explanation can improve learning outcomes, but they can also increase extraneous cognitive load if poorly designed. Across three classroom studies with a combined 240 students, we measure cognitive load using dual-task response times and find that adaptive modality selection — choosing which modality to emphasize based on a learner&amp;rsquo;s real-time performance — reduces extraneous load without harming learning gains.&lt;/p&gt;</description></item></channel></rss>