Application of physiological methods, in particular electroencephalography (EEG), offers new and promising approaches to educational psychology research. EEG is identified as a physiological index that can serve as an online, continuous measure of cognitive load detecting subtle fluctuations in instantaneous load, which can help explain effects of instructional interventions when measures of overall cognitive load fail to reflect such differences in cognitive processing. This paper presents a review of seminal literature on the use of continuous EEG to measure cognitive load and describes two case studies on learning from hypertext and multimedia that employed EEG methodology to collect and analyze cognitive load data. Keywords Electroencephalography . Cognitive load . Educational psychologyResearchers working in the context of cognitive load theory (CLT; Paas et al. 2003a, b;Sweller 1988;Sweller et al. 1998) have been concerned with analyzing the effects of cognitive load on learning and devising strategies and tools to help learners maintain an optimal level of load in various learning contexts. As a consequence, measurement of cognitive load plays a key role in CLT research (Paas et al. 2003a, b). In this article, we will discuss new possibilities for cognitive load measurement offered by neuroscience, focusing in particular on (EEG).

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This study investigated the impact of collaborative and individualized student response system‐based instruction on learner motivation, metacognition, and concept transfer in a large‐enrolment undergraduate science course. Participants in the collaborative group responded to conceptual questions, discussed their responses in small groups, and provided a revised response to the question (peer instruction [PI]). A comparison group provided individualized responses (IRs) to the same questions. Results of the motivation measure revealed a drop in confidence for students in both groups. This may be explained by a significant increase in the knowledge of cognition in both IR and PI groups, which likely mediated a recalibration of confidence to a lower, yet more realistic level. A significant interaction was found between gender and student response system strategy relative to the regulation of cognition, revealing that females improved in the PI group, while males reported improvement in the regulation of cognition in the IR group. A custom instrument was developed to measure near and far concept transfer abilities. The PI group scored significantly higher on the test of near transfer than the IR group.