Cognitive overload in multimedia language learning: a review of attention limits and instructional design strategies
Abstract
Background: Cognitive overload and speaking anxiety are major barriers to second language acquisition, particularly in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. Multimedia learning, artificial intelligence (AI), mobile learning (m-learning), and cognitive-affective interventions have been proposed to enhance language performance and reduce anxiety; however, their overall effectiveness remains unclear.
Objective: To evaluate the effects of multimedia-assisted language learning, cognitive-affective interventions, learner-related factors, and speaking anxiety across educational settings and to quantify their effectiveness through meta-analysis.
Methods: This meta-analysis followed systematic evidence-synthesis procedures. A total of 38 studies published between 2013 and 2026 were included. Risk of bias was assessed using the ROBINS-I tool, and evidence quality was evaluated using GRADE criteria. Random-effects inverse-variance models were applied to calculate standardized mean differences (SMDs) with 95% confidence intervals (CIs). Heterogeneity was assessed using the I2 statistic. Publication bias was examined through funnel plots and Egger's regression test, while robustness was evaluated using leave-one-out sensitivity analyses.
Results: Significant positive effects were observed across all four domains (p I 2 = 45.6%). Anxiety-reduction and cognitive-affective interventions showed an SMD of 0.51 (95% CI: 0.40-0.62; I 2 = 13.5%).…
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Evidence Hub reads this as a systematic review. Its evidence level is 1 of 5 (Highest · pooled evidence). Pooled evidence from several studies sits at the top of the evidence pyramid.
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