How reading in single- and multiple-column types influence our cognitive load: an EEG study
| Date | 05 August 2019 |
| Published date | 05 August 2019 |
| Pages | 593-606 |
| DOI | https://doi.org/10.1108/EL-01-2019-0006 |
| Author | Hosam Al-Samarraie,Atef Eldenfria,Fahed Zaqout,Melissa Lee Price |
| Subject Matter | Information & knowledge management,Information & communications technology,Internet |
How reading in single- and
multiple-column types influence
our cognitive load: an EEG study
Hosam Al-Samarraie
School of Media and Performing Arts, Coventry University, Coventry, UK
Atef Eldenfria
Faculty of Information Technology, Misurata University, Misrata, Libya
Fahed Zaqout
School of Art and Sciences, American University of Ras Al Khaimah,
Ras al Khaimah, United Arab Emirates, and
Melissa Lee Price
Faculty of Theatre and Television, Babes-Bolyai University, Cluj-Napoca, Romania
Abstract
Purpose –The impact of different screen-basedtypography styles on individuals’cognitive processingof
information has not been given much consideration in the literature, though such differences would imply
different learningoutcomes. This study aims to enrich the current understandingof the impact of reading in
single- andmultiple-column types on students’cognitiveprocessing.
Design/methodology/approach –An electroencephalogram(EEG) was used to record and analyze the
brain signalsof 27 students while reading from single- and multiple- column layouts.
Findings –The results showed a significant differencein students’cognitive load when reading text from
different types of columns. All students exerted less processing efforts when text was presented in two-
column format,thus experiencing less cognitive load.
Originality/value –Using EEG, this study examined the neural consequences of reading in single- and
multiple-column types on cognitive load during reading. The findings can be used to enrich the current
instructional designpracticeson how different typographicalformats facilitatelearners’cognitiveperformance.
Keywords Digital documents, Information management, Cognition, Reading, E-content,
Learning experience, Typography, Information processing
Paper type Research paper
Introduction
Determining how different screen-based typography settings influence users’ability to
process and understand informationhas always been the main concern of instructional and
system designers (Al-Samarraie et al.,2017;Black et al.,2017;Walker, 2017). Current
research on screen-based typography has consistently encouraged researchers to provide a
deeper insight into the impact of different reading settings in stimulating individuals to
process information efficiently (Flynn, 2018;Triggs and Atzmon, 2017). This is mainly
attributed to the lack of empiricalevidence in previous studies which tend to heavily rely on
traditional methods(reaction time, survey, observation, etc.) in testing users’interactionand
information processingexperiences (e.g. learning).
Cognitive load:
an EEG study
593
Received11 January 2019
Revised6 April 2019
7June2019
Accepted12 July 2019
TheElectronic Library
Vol.37 No. 4, 2019
pp. 593-606
© Emerald Publishing Limited
0264-0473
DOI 10.1108/EL-01-2019-0006
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0264-0473.htm
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