Individual differences in visuospatial working memory capacity influence the modality effect.
The cognitive theory of multimedia learning postulates learning information in a dual‐modality design is more effective than in a single modality, which is known as the modality effect. Research has found that the modality effect supports problem‐solving learning, but not retention‐based learning. T...
| Publicado en: | Journal of Computer Assisted Learning Vol. 37; no. 3; pp. 735 - 745 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2021
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| Acceso en línea: | Ver este registro en EBSCOhost |