The modality effect in learner-paced multimedia learning (original) (raw)
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Computers & Education, 2023
The modality effect occurs when people learn better from a combination of pictures and narration than from a combination of pictures and written text. Despite the strong empirical results in earlier studies, the modality effect has been less prominent in later studies of children in learner-paced settings. However, the generalizability of these results in practice may be limited because the studies included notable differences compared to a classroom context. The present study examined the modality effect in a learner-paced classroom context. In a within-subjects experiment, fifth graders learned from illustrated texts and videos and completed pre-, post-, and delayed tests on two science topics. The video group outperformed the illustrated text group in retention, delayed retention, cognitive load, and efficiency measures but there were no statistical differences in transfer. In both learning conditions, the cognitive load was moderate and did not correlate with any learning outcomes. The results suggest that while the modality effect can occur in a learner-paced classroom context, it may not be based on the avoidance of cognitive overload. Alternative explanations concerning the differences in settings and materials between classroom contexts and modality effect research are discussed.
Modality Effects in Reducing Cognitive Loads in Multimedia Learning
International Journal of Learning and Development, 2012
The purpose of this study was to investigate the effects of modality principle on the learning of music theory among primary pupils in Jordan. The lesson of music theory was developed in two different modes, audio and image (AI) and text with image. A quasi experimental factorial design was adopted in this research. The independent variables were the two modes of courseware. The dependent variable was the post test score. The study sample consisted of 269 third-grade pupils and were randomly (simple random sample) selected from six different primary co-education schools. Descriptive and inferential statistics were conducted to analyze the collected data. T-test was used to determine the significant differences of the pre-test scores among the groups. Analyses of covariance (ANCOVA) were carried out to examine the main effects as well as the interaction effects of the independent variables on the dependent variables. The findings of this study showed that pupils using the AI mode performed significantly better than those in the TI mode. Apparently, the cognitive loads in the visual and audio working memory were reduced to facilitate increased capacity for better learning.
"Present text accompanying pictures aurally to promote learning" is a well established principle of instructional design. But recently, it was shown that under certain conditions visual texts can be preferable. Instructional pacing seems to be one of these conditions that mediate effects. Especially, enabling learners to pace an instruction has proven to enhance learning. In an online experiment, the effects of pacing and text modality on cognitive load and performance were investigated. 110 university students studied instructions paced either by the system or by the learner and using either visual or auditory texts accompanying static pictures. Learner pacing reduced mental effort and promoted performance for instructions using visual texts, whilst with auditory texts, only mental effort was positively influenced. Modality effects on performance were found in favour of auditory texts with system paced instructions, but effects vanished or reversed with learner pacing. With respect to study time, the learner paced, visual text instruction was the most efficient.
Procedia - Social and Behavioral Sciences, 2011
This study was to investigate whether a chunking of animations about the lightning system can increase learning by designing it with sensitivity to the capacity limitations of working memory. A total of 96 girl students of junior high schools, divided into four groups, participated in the study. These groups learned from texts and animations in a 2 × 2 design with the factors modality (narration vs. on-screen text) and segmentation type (system-control vs. learner-control) and saw the process of lightening formation through 16 slides. The system-controlled segments group had 3 second pause between each slide and slides showed automatically, but learner-controlled segments group had chose to see the next slide by press play button. Retention and transfer of the learning material and cognitive load were assessed. The results showed that narration group outperformed on-screen text group in retention. The learner-controlled group outperformed system-controlled group in retention and reported less cognitive load. There was no interaction between modality and segmentation type. The chunking effect in multimedia learning is higher when the learner can control the pace of presentation.
The modality effect in multimedia instructions
2001
The influence of presentation format on the effectiveness of multimedia instructions was investigated. According to Cognitive Load Theory (Sweller, Van Merriënboer & Paas, 1998) and Mayer's theory of multimedia learning (Moreno & Mayer, 1999), replacing visual text with audio will decrease working memory load and improve learning (modality effect). This hypothesis was tested in two experiments in which students studied multimedia instructions on an instructional design model. The students reported the mental effort spent on the instructions, and made a retention and a transfer test after the instructions. The results show that replacing text with audio is only effective when multimedia instructions are system-paced.
The effects of video on cognitive load and social presence in multimedia-learning
Two studies examined the use of video in multimedia learning environments. In Study 1, participants (N = 26) viewed one of two versions of a computer-based multimedia presentation: video, which included a video of a lecture with synchronized slides, or no video, which included the slides but only an audio narration of the lecture. Learning, cognitive load and social presence were assessed, but a significant difference was found only for cognitive load, with video experiencing greater cognitive load, t (24) = 2.45, p < .05. In Study 2, students (N = 25) were randomly assigned to either video or no video condition. Background knowledge and visual/verbal learning preference were assessed before viewing the presentation, and learning, cognitive load, and social presence were assessed after viewing. No significant differences were found for learning or social presence. However, a significant visual/verbal learning preference by condition interaction was found for cognitive load, F (1,21) = 4.51, p < .05: low visual-preference students experienced greater cognitive load in the video condition, while high visual-preference students experienced greater cognitive load in the no video condition.
An integrated model of multimedia effects on learning
Journal article by Andy Hede; Journal of Educational …, 2002
Research on multimedia and related instructional technologies over many years has been characterized by inconsistent findings about their effects on learning. This is because of the myriad of contingent factors that have been shown to moderate multimedia effects. This article offers a model that is designed to integrate the main elements identified in the literature and also to describe their key inter-relationships. There are 12 elements in the model, each representing a theoretical construct, which can be operationalized as a variable. Learner style constitutes the independent variable, with learning as the dependent variable. The other elements are visual input, auditory input, learner control, attention, working memory, motivation, cognitive engagement, intelligence, reflection, and long-term storage, each of which is either an intervening or moderating variable or in some cases both. The elements in the model have causal or associative links with other elements. The proposed model is seen as useful in highlighting the complex nature of multimedia effects on learning and in fostering instructional design which addresses this complexity.