This study investigated the root causes of split attention and the increase in cognitive load of higher education students while reading e-learning materials. Three prototypes each testing one of the major principles of design will be administered to the students. The concurrent cognitive load estimation technique via the eye tracking data (e.g. fixations, saccades, pupil dilation) was used to identify relationships between the mental capacity and workload of the students.
|Effective start/end date||1/08/16 → 31/07/18|