Understanding the role of the modality principle in multimedia learning environments.
The modality principle states that low-experience learners more successfully understand information that uses narration rather than on-screen text. This is due to the idea that on-screen text may produce a cognitive overload if it is accompanied by other visual elements. Other studies provided addit...
| Published in: | Journal of Computer Assisted Learning Vol. 32; no. 6; pp. 607 - 618 |
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| Main Authors: | , |
| Format: | research tables/charts Journal Article |
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Wiley-Blackwell
Dec2016
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=119309701&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 119309701 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2016 vid: 32 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 119309701 119309701 119309701 10.1111/jcal.12157 119309701 ppf: 607 ppct: 11 formats: tig: atl: Understanding the role of the modality principle in multimedia learning environments. aug: au: Oberfoell, A. Correia, A. affil: School of Education, Iowa State University, Ames IA, USA sug: subj: Multimedia Learning Environment Cognition Workload Human Learning Methods Data Analysis Software Adolescence Adult Female Male T-Tests P-Value Adolescent: 13-18 years Adult: 19-44 years Female Male ab: The modality principle states that low-experience learners more successfully understand information that uses narration rather than on-screen text. This is due to the idea that on-screen text may produce a cognitive overload if it is accompanied by other visual elements. Other studies provided additional data and support for the modality principle in multimedia learning environments. However, some recent studies began to show the modality principle's impact had certain parameters, and it was impacting various groups, conditions and environments differently. This study replicated Mayer and Moreno's studies on the modality principle (1998; 2006). Seventy-nine college students attending a Midwestern University in the USA participated in this study in 2015. The results of the study showed that the modality principle was not an effective strategy for the group of low-experience content users. The results showed the retention and transfer of knowledge was not as effective for students who viewed the narrated PowerPoint presentation. In fact, students who viewed the PowerPoint presentation that only included the on-screen text, had more effective retention and transfer of knowledge. Lay description What is currently known about the modality principle: Learners are more successful with understanding information that uses narration than on-screen text specifically low-experience learners., This is due to the idea that on-screen text may produce a cognitive overload if it is accompanied by other visual elements., What this study adds to this subject matter: Carefully replicated Mayer and Moreno's studies on the modality principle with the intent to verify if the modality principle held with digital-aged students., Data collection took place in the participants' actual classroom (natural setting) in opposition to a lab-like setting., Implications of study findings for practitioners: Results counter the original study's findings specifically for low-experience learners, meaning on-screen text was more effective for transfer and retention of knowledge when compared with printed text and narration., When designing multimedia learning, instructional designers need to consider other elements (e.?g., presentation speed and learning times) that may be causing a change in the modality effect. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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