This study aims to conduct a systematic review of studies on neuroimaging measurements used in multimedia learning research. The particular aim of the review is to explore how cognitive processes in multimedia learning are studied with relevant variables through neuroimaging technology. Studies that met the inclusive criteria were selected and analyzed with the data entry tool. Forty articles were reviewed based on the research questions about the research characteristics, the type of learning environments, the variables, the types of cognitive load, the other cognitive load measurements, the types of neuroimaging measures, the techniques that should be known in the field of neuroimaging to study cognitive load in multimedia learning. The results revealed that most of the studies preferred using both subjective and other objective measures to assess cognitive load in addition to neuroimaging measures. The studies examined learning outcomes, cognitive processes, and some other variables besides measuring cognitive load. The most striking observation to emerge from the analysis is that Electroencephalography, Functional Magnetic Resonance Imaging, Functional Near-Infrared Spectroscopy, and Transcranial Doppler Ultrasonography have been found as the most preferred neuroimaging tools utilized in multimedia learning research. Research results were interpreted, and several gaps in research relating to multimedia learning were identified.