Is spoken text always better? Investigating the modality and redundancy effect with longer text presentation.
Abstract: The reported study investigated the influence of longer text presentation on the modality and the redundancy effect. In particular, the auditory-recency-effect explanation, which predicts that both effects should disappear when longer texts are presented, was tested against the text-proces...
| Publicado en: | Computers in Human Behavior Vol. 29; no. 4; pp. 1590 - 1602 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Elsevier B.V.
Jul2013
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=89073692&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 89073692 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 07475632 JC4 jtl: Computers in Human Behavior issn: 07475632 maglogo: N pubinfo: dt: Jul2013 vid: 29 iid: 4 pid: 2410 pub: Elsevier B.V. artinfo: ui: 89073692 10.1016/j.chb.2013.01.047 ppf: 1590 ppct: 12 formats: tig: atl: Is spoken text always better? Investigating the modality and redundancy effect with longer text presentation. aug: au: Schüler, Anne Scheiter, Katharina Gerjets, Peter affil: Knowledge Media Research Center, Tuebingen, Germany su: Learning Human-computer interaction Psychology Text processing (Computer science) Multimedia systems Auditory perception Psychology of learning sug: subj: Learning Human-computer interaction Psychology Text processing (Computer science) Multimedia systems Auditory perception Psychology of learning keyword: Learner-pacing Modality effect Multimedia learning Redundancy effect Text-processing strategies Learner-pacing Modality effect Multimedia learning Redundancy effect Text-processing strategies ab: Abstract: The reported study investigated the influence of longer text presentation on the modality and the redundancy effect. In particular, the auditory-recency-effect explanation, which predicts that both effects should disappear when longer texts are presented, was tested against the text-processing explanation, which predicts that both effects should even reverse if text-processing strategies can be applied. In Experiment 1, a 2×2 between-subject design with animation presentation (yes vs. no) and text modality (written vs. spoken) was used (N =81). In line with the auditory-recency-effect explanation text modality did not influence learning outcomes. Moreover, animations facilitated transfer performance due to reduced cognitive effort. In Experiment 2, a 2×3 between-subject design with pacing (system-paced vs. learner-paced) and text modality (written vs. spoken vs. written and spoken) was used (N =122). Again, text modality did not influence learning outcomes regardless of whether the learning environment was learner- or system-paced, supporting the auditory-recency-effect explanation. The analysis of log-files, however, indicated that learners within the learner-paced condition with written text replayed the single text segments more often; moreover, replaying segments was positively correlated with learning outcomes. Thus, processing written text more intensively was associated with better learning outcomes, which supports the text-processing explanation. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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