Explaining the modality effect in multimedia learning: Is it due to a lack of temporal contiguity with written text and pictures?

2012 ◽  
Vol 22 (2) ◽  
pp. 92-102 ◽  
Author(s):  
Anne Schüler ◽  
Katharina Scheiter ◽  
Ralf Rummer ◽  
Peter Gerjets
Keyword(s):  
Multimedia Learning ◽  
Temporal Contiguity ◽  
Modality Effect ◽  
Written Text

Does the Modality Effect in Multimedia Learning Appear only with Text Containing Spatial Information?

2011 ◽  
Vol 25 (4) ◽  
pp. 257-267 ◽  
Author(s):  
Anne Schüler ◽  
Katharina Scheiter ◽  
Peter Gerjets
Keyword(s):  
Working Memory ◽  
Eye Movements ◽  
Multimedia Learning ◽  
Spatial Information ◽  
Spatial Working Memory ◽  
Modality Effect ◽  
Picture Recognition ◽  
Written Text ◽  
Spoken Text ◽  
Text Content

Abstract.The current study tested the assumption that the modality effect in multimedia learning only appears when the text conveys spatial rather than non-spatial information. This assumption is based on findings from working memory research suggesting that the processing of spatial text contents and the execution of eye movements during reading may interfere with each other in visuo-spatial working memory. To test this hypothesis, 80 students were randomly assigned to four groups, resulting from a 2 × 2 design with text modality (spoken vs. written text) and text contents (visual vs. spatial) as between-subject factors. Learning outcomes were measured by means of text and picture recognition. Eye movements were recorded during learning. The results did not confirm the expected interaction between text content and text modality. In addition, the main effect of text modality effect was limited to picture recognition but did not appear for text recognition. This modality effect was mediated by the amount of concentration participants reported to have invested into studying the pictures. These results imply that the often found superiority of spoken text in multimedia learning might simply be due to a better availability of pictorial information instead of an overload of visuo-spatial working memory when processing written text.

scholarly journals Desarrollo de entornos para la creación y reproducción de Docusquemas

2005 ◽  
Author(s):  
Jesús Caudeli Tomé ◽  
José Jesús García Rueda
Keyword(s):  
Multimedia Learning ◽  
Software Tools ◽  
Web Pages ◽  
Web Browser ◽  
Multimedia Presentations ◽  
Java Applet ◽  
New Model ◽  
Written Text ◽  
Java Language ◽  
Definition Of

El Docusquema representa un nuevo modelo para construir presentaciones multimedia destinadas al aprendizaje basándose en los principios del Aprendizaje Receptivo Significativo. Este modelo otorga mayor protagonismo a la imagen y el sonido frente al texto escrito tradicional. En este proyecto se ha definido un lenguaje para describir los Docusquemas utilizando XML, y se han desarrollado dos herramientas software utilizando el lenguaje Java. La función de la primera de ellas es generar y editar Docusquemas, mientras que la segunda es un applet que permite reproducirlos a través de Internet, integrando las presentaciones en páginas web.Development of Environments for the Creation and Display of Docuschemas.AbstractDocuschemas are a new model for the construction of multimedia, learning oriented presentations based on the Meaningful Receptive Learning. This model gives a more important role to image and sound, considering traditional written text a secondary option. In this project a language for the definition of Docuschemas has been defined using XML, and two software tools have been developed using the Java language. The first one’s aim is to generate and edit Docuschemas, while the second is an a Java applet to display them in a Web browser, integrating the multimedia presentations into Web pages.

scholarly journals The modality effect in learner-paced multimedia learning

2011 ◽  
Vol 30 ◽  
pp. 1488-1493 ◽  
Author(s):  
Azar Pakdaman Savoji ◽  
Hamidreza Hassanabadi ◽  
Zahra Fasihipour
Keyword(s):  
Multimedia Learning ◽  
Modality Effect

scholarly journals Investigating Modality, Redundancy and Signaling Principles with Abstract and Concrete Representation

2020 ◽  
Vol 8 (2) ◽  
pp. 131
Author(s):  
Ekrem Kutbay ◽  
Yavuz Akpınar
Keyword(s):  
Middle School ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Modality Effect ◽  
School Students ◽  
Design Data ◽  
School Settings ◽  
Science Scores ◽  
Post Test ◽  
Quasi Experimental

This study explored the effects of modality, redundancy, and signaling principles in multimedia learning with abstract and concrete representations of an animation on learning in real middle school settings. Based on these principles of the cognitive theory of multimedia learning, ten types of treatment conditions were tested with a pre-test and post-test quasi-experimental design. Data were collected from a large sample (n=826) sample of children with low prior electricity knowledge. Analyses showed that all treatments helped students to develop knowledge of the topic to some extent. However, while the modality effect holds true for middle school students’ studying electricity units with a multimedia instruction in real school settings, the signaling and redundancy principles do not hold true. The study also investigated interactions among prior science scores, prior knowledge about the topic, and multimedia treatments. Findings were discussed in relation to similar studies reported in the literature. Finally, the study raised a set of further research questions in the last section.

Does Animation Amplify the Modality Effect – or is there any Modality Effect at All?

2011 ◽  
Vol 25 (4) ◽  
pp. 245-256 ◽  
Author(s):  
Florian Schmidt-Weigand
Keyword(s):  
Learning Outcomes ◽  
Modality Effect ◽  
Viewing Time ◽  
Transfer Experiment ◽  
Written Text ◽  
Modality Effects ◽  
Modality Principle ◽  
Design Learning ◽  
Spoken Text ◽  
Text Presentation

Abstract.This study aimed to examine if the modality effect is amplified by the matter of animation. Visual dynamics are suspected to increase split attention affordances due to a higher salience and transience compared to static visuals. In two experiments students watched an instruction on the formation of lightning while their eye movements were recorded. Both experiments varied text presentation (spoken, written) and visualization format (dynamic, static) in a 2x2 design. Learning outcomes were measured with verbal retention, visual retention, and transfer tests. Experiment 1 (N = 50) revealed a modality effect (i. e. better performance in spoken text groups) for visual retention but not for verbal retention and transfer. Experiment 2 (N = 60) replicated Experiment 1 with a faster presentation pace, expecting faster presentation to enlarge modality effects. In contrast, Experiment 2 revealed no modality effects in learning outcomes. In both experiments participants spent less time viewing visualizations when text was written. Within written text conditions text was read first and gained more visual attention than visualizations. Viewing time did not significantly vary between dynamic and static visualizations. Thus, animation did neither affect viewing behavior nor learning outcome. Moreover, the lack of effects in a standard manipulation of text modality cast doubts on the reliability of modality effects and, hence, on the validity of a general modality principle.

Boundary Conditions and Constraints of the Modality Effect

2011 ◽  
Vol 25 (4) ◽  
pp. 211-220 ◽  
Author(s):  
Anne Schüler ◽  
Katharina Scheiter ◽  
Florian Schmidt-Weigand
Keyword(s):  
Boundary Conditions ◽  
Empirical Studies ◽  
Theoretical Framework ◽  
Modality Effect ◽  
Special Issue ◽  
Multimedia Presentations ◽  
Written Text ◽  
Modality Principle ◽  
Spoken Text ◽  
Current Special Issue

Abstract.The modality effect in multimedia learning suggests that pictures presented together with spoken text lead to better learning outcomes than pictures presented together with written text. Although the modality effect has been demonstrated in a number of empirical studies, there is an emerging body of evidence that speaks against its universal validity. Rather, it might occur only when specific boundary conditions are given. Therefore, the aim of the current special issue is to offer a platform to publish studies that contribute to identifying these possible boundary conditions. In the introduction to this special issue, firstly a context for the articles of the special issue is provided by describing in more detail the theoretical framework for the modality effect that can be used to derive different explanations for its occurrence. Secondly, because the studies reported in this special issue failed to observe the modality effect when according to the theoretical framework and the pre-existing empirical evidence a modality effect had to be expected, problems associated with interpreting null effects are discussed. Thirdly, the main findings of each of the contributing articles are discussed. Overall, the studies presented in this special issue indicate that the modality effect is not as ubiquitous as one might assume. Hence, the modality principle, that is the recommendation to use narrated rather than written multimedia presentations, should be considered with care.

Modality and cueing in multimedia learning: Examining cognitive and perceptual explanations for the modality effect

2012 ◽  
Vol 28 (3) ◽  
pp. 1063-1071 ◽  
Author(s):  
Steven M. Crooks ◽  
Jongpil Cheon ◽  
Fethi Inan ◽  
Fatih Ari ◽  
Raymond Flores
Keyword(s):  
Multimedia Learning ◽  
Modality Effect
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