The modality effect tested in children in a user-paced multimedia environment.
The modality learning effect proposes that learning is enhanced when information is presented in both the visual and the auditory domains (e.g. pictures and spoken information) compared with presenting information solely in the visual channel (e.g. pictures and written text). Most of the evidence fo...
| Publicado en: | Journal of Computer Assisted Learning Vol. 26; no. 2; pp. 132 - 143 |
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| Autores principales: | , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105173184&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105173184 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2010 vid: 26 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105173184 2010587917 10.1111/j.1365-2729.2009.00335.x 105173184 ppf: 132 ppct: 11 formats: tig: atl: The modality effect tested in children in a user-paced multimedia environment. aug: au: Witteman M Segers E affil: Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, The Netherlands sug: subj: Learning Methods In Infancy and Childhood Memory Multimedia Utilization Achievement Tests Analysis of Covariance Child Clinical Trials Female Human Intelligence Tests Male Netherlands Random Assignment Repeated Measures Scales Schools, Elementary Self-Directed Learning Teaching Methods Child: 6-12 years Female Male ab: The modality learning effect proposes that learning is enhanced when information is presented in both the visual and the auditory domains (e.g. pictures and spoken information) compared with presenting information solely in the visual channel (e.g. pictures and written text). Most of the evidence for this effect comes from adults in a laboratory setting. Therefore, we tested the modality effect with 80 children in the highest grade of elementary school in a naturalistic setting. In a between-subjects design, the children either saw representational pictures with speech or representational pictures with text. Retention and transfer knowledge was tested at three moments: immediately after the intervention, one day after and after one week. The present study did not find any evidence for a modality effect in children when the lesson was learner-paced. Instead, we found a reversed modality effect directly after the intervention for retention. A reversed modality effect was also found for the transfer questions one day later. This effect was robust, even when controlling for individual differences. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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