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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