{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,13]],"date-time":"2026-06-13T07:27:53Z","timestamp":1781335673128,"version":"3.54.1"},"reference-count":59,"publisher":"MDPI AG","issue":"13","license":[{"start":{"date-parts":[[2023,7,5]],"date-time":"2023-07-05T00:00:00Z","timestamp":1688515200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Applied Sciences"],"abstract":"<jats:p>The use of comics and their creation is an especially promising tool to enable students to construct new knowledge. Comics have already been adopted in many applied sciences disciplines, as the combination of text and images has been recognized as a powerful learning tool. Educational activities and tools, however, must not create an overload on students\u2019 working memory that could hinder learning. In the current study, we investigated, through pre-test and post-test performance, the effect of digital comics creation on students\u2019 efforts to construct new knowledge. Furthermore, through the multidimensional NASA-TLX, we assessed the cognitive load imposed on students. The results were in favor of digital comics creation, ranking it as an efficient instructional activity. Specifically, the students\u2019 performance after digital comics creation improved and the imposed load on students was normal. Also, studying the weighing procedure between the NASA-TLX dimensions, frustration and temporal demand were found to be the most aggravating dimensions. Finally, implications for teachers and future research recommendations are discussed.<\/jats:p>","DOI":"10.3390\/app13137896","type":"journal-article","created":{"date-parts":[[2023,7,6]],"date-time":"2023-07-06T00:54:41Z","timestamp":1688604881000},"page":"7896","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":13,"title":["Cognitive Load Approach to Digital Comics Creation: A Student-Centered Learning Case"],"prefix":"10.3390","volume":"13","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-5815-8033","authenticated-orcid":false,"given":"Dimitris","family":"Apostolou","sequence":"first","affiliation":[{"name":"Department of Informatics, University of Piraeus, Karaoli & Dimitriou 80, 18534 Piraeus, Greece"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4393-6322","authenticated-orcid":false,"given":"Gerasimos","family":"Linardatos","sequence":"additional","affiliation":[{"name":"Department of Informatics, University of Piraeus, Karaoli & Dimitriou 80, 18534 Piraeus, Greece"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2023,7,5]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"e05312","DOI":"10.1016\/j.heliyon.2020.e05312","article-title":"Multimedia tools in the teaching and learning processes: A systematic review","volume":"6","author":"Abdulrahaman","year":"2020","journal-title":"Heliyon"},{"key":"ref_2","doi-asserted-by":"crossref","unstructured":"Mayer, R.E. 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