Modality and variability as factors in training the elderly

Abstract

Cognitive load theory (CLT) predicts that bimodal processing of instructional material decreases the level of extraneous cognitive load, whereas increased training variability increases the level of germane cognitive load. It was hypothesized that a combination of these strategies leads to optimal learning, especially in older adults. Forty young and forty elderly learners were trained to solve complex problems. The results showed that bimodal training leads to lower cognitive load than unimodal training. Furthermore, random presentation of examples (high variability) led to higher performance than blocked presentation (low variability) in both age groups. However, there was no combined effect of modality and variability. Moreover, the elderly did not take disproportionate advantage of the bimodal and random conditions. It was concluded that these training methods bear important potential in the light of lifelong learning.

Effects of Modality and Pace on Achievement, Mental Effort, and Positive Affect in Multimedia Learning Environments

“…This finding of the present study is consistent with the findings reported by Wouters et al. (2009), Van Gerven et al. (2006) and Kalyuga et al.…”

“…In the study, as there was no significant difference between the achievements of the system-paced groups of NA + S and WA + S, it was seen that the modality principle was not confirmed. Similar to this finding of the present study, in related literature, there are studies which failed to confirm the influence of modality using system-paced instructional materials (e.g., Schmidt-Weigand et al., 2010a, Experiment 1; Tabbers et al., 2001, Experiment 1; Van Gerven, Paas, van Merrienboer, & Schmidt, 2006). Nevertheless, inconsistent with this finding obtained in the present study, there are a number of other studies confirming the influence of modality using system-paced instructional materials (e.g., Brünken et al., 2004; Kühl et al., 2011; Mayer & Moreno, 1998; Moreno & Mayer, 1999a; Moreno et al., 2001, Experiments 4, 5; Mousavi et al., 1995, Experiments 1,2,3,4,5; Rummer et al., 2011; Schmidt-Weigand et al., 2010b; Schueler et al., 2008; Stiller et al., 2009; Tabbers et al., 2001, Experiment 2; Tindall-Ford et al., 1997).…”

“…In the study, the finding that there was no significant difference between the cognitive load scores of the system-paced groups of NA + S and WA + S is supported by the findings obtained by Ku¨hl et al (2011) and Tabbers et al (2001). On the other hand, inconsistent with this finding of the present study, there are a number of studies confirming the influence of modality with respect to cognitive load using system-paced instructional materials (e.g., Bru¨nken et al, 2004;Tabbers et al, 2001, Experiment 1;Tindall-Ford et al, 1997;Van Gerven et al, 2006). In the study, the reason why there was no significant difference between the cognitive load scores of the system-paced groups of NA + S and WA + S could be the fact that the study was carried out focusing on a social science content.…”

“…In the present study conducted, the reason what all the groups had a low level of cognitive load could be the fact that the instructional material was not complex. This finding of the present study is consistent with the findings reported by Wouters et al (2009), Van Gerven et al (2006 and Kalyuga et al (1999).…”

Effects of Modality and Pace on Achievement, Mental Effort, and Positive Affect in Multimedia Learning Environments

“…This finding of the present study is consistent with the findings reported by Wouters et al. (2009), Van Gerven et al. (2006) and Kalyuga et al.…”

“…In the study, as there was no significant difference between the achievements of the system-paced groups of NA + S and WA + S, it was seen that the modality principle was not confirmed. Similar to this finding of the present study, in related literature, there are studies which failed to confirm the influence of modality using system-paced instructional materials (e.g., Schmidt-Weigand et al., 2010a, Experiment 1; Tabbers et al., 2001, Experiment 1; Van Gerven, Paas, van Merrienboer, & Schmidt, 2006). Nevertheless, inconsistent with this finding obtained in the present study, there are a number of other studies confirming the influence of modality using system-paced instructional materials (e.g., Brünken et al., 2004; Kühl et al., 2011; Mayer & Moreno, 1998; Moreno & Mayer, 1999a; Moreno et al., 2001, Experiments 4, 5; Mousavi et al., 1995, Experiments 1,2,3,4,5; Rummer et al., 2011; Schmidt-Weigand et al., 2010b; Schueler et al., 2008; Stiller et al., 2009; Tabbers et al., 2001, Experiment 2; Tindall-Ford et al., 1997).…”

“…In the study, the finding that there was no significant difference between the cognitive load scores of the system-paced groups of NA + S and WA + S is supported by the findings obtained by Ku¨hl et al (2011) and Tabbers et al (2001). On the other hand, inconsistent with this finding of the present study, there are a number of studies confirming the influence of modality with respect to cognitive load using system-paced instructional materials (e.g., Bru¨nken et al, 2004;Tabbers et al, 2001, Experiment 1;Tindall-Ford et al, 1997;Van Gerven et al, 2006). In the study, the reason why there was no significant difference between the cognitive load scores of the system-paced groups of NA + S and WA + S could be the fact that the study was carried out focusing on a social science content.…”

“…In the present study conducted, the reason what all the groups had a low level of cognitive load could be the fact that the instructional material was not complex. This finding of the present study is consistent with the findings reported by Wouters et al (2009), Van Gerven et al (2006 and Kalyuga et al (1999).…”

Adapting Online Patient Decision Aids: Effects of Modality and Narration Style on Patients’ Satisfaction, Information Recall and Informed Decision Making

“…This is especially important for older adults taking into account their age-related cognitive declines (Van Gerven et al, 2002). In line with this, previous studies have shown that audiovisual information reduces cognitive load and the time to learn information for older patients (Van Gerven et al, 2003;Van Gerven et al, 2006). In the current study, we assumed that audiovisual information will lead to better recall directly and in turn more informed decision-making as the patient's age increases.…”

Effects of Modality and Pace on Achievement, Mental Effort, and Positive Affect in Multimedia Learning Environments

“…This finding of the present study is consistent with the findings reported by Wouters et al. (2009), Van Gerven et al. (2006) and Kalyuga et al.…”

“…In the study, as there was no significant difference between the achievements of the system-paced groups of NA + S and WA + S, it was seen that the modality principle was not confirmed. Similar to this finding of the present study, in related literature, there are studies which failed to confirm the influence of modality using system-paced instructional materials (e.g., Schmidt-Weigand et al., 2010a, Experiment 1; Tabbers et al., 2001, Experiment 1; Van Gerven, Paas, van Merrienboer, & Schmidt, 2006). Nevertheless, inconsistent with this finding obtained in the present study, there are a number of other studies confirming the influence of modality using system-paced instructional materials (e.g., Brünken et al., 2004; Kühl et al., 2011; Mayer & Moreno, 1998; Moreno & Mayer, 1999a; Moreno et al., 2001, Experiments 4, 5; Mousavi et al., 1995, Experiments 1,2,3,4,5; Rummer et al., 2011; Schmidt-Weigand et al., 2010b; Schueler et al., 2008; Stiller et al., 2009; Tabbers et al., 2001, Experiment 2; Tindall-Ford et al., 1997).…”

“…In the study, the finding that there was no significant difference between the cognitive load scores of the system-paced groups of NA + S and WA + S is supported by the findings obtained by Ku¨hl et al (2011) and Tabbers et al (2001). On the other hand, inconsistent with this finding of the present study, there are a number of studies confirming the influence of modality with respect to cognitive load using system-paced instructional materials (e.g., Bru¨nken et al, 2004;Tabbers et al, 2001, Experiment 1;Tindall-Ford et al, 1997;Van Gerven et al, 2006). In the study, the reason why there was no significant difference between the cognitive load scores of the system-paced groups of NA + S and WA + S could be the fact that the study was carried out focusing on a social science content.…”

“…In the present study conducted, the reason what all the groups had a low level of cognitive load could be the fact that the instructional material was not complex. This finding of the present study is consistent with the findings reported by Wouters et al (2009), Van Gerven et al (2006 and Kalyuga et al (1999).…”

Adapting Online Patient Decision Aids: Effects of Modality and Narration Style on Patients’ Satisfaction, Information Recall and Informed Decision Making

“…This is especially important for older adults taking into account their age-related cognitive declines (Van Gerven et al, 2002). In line with this, previous studies have shown that audiovisual information reduces cognitive load and the time to learn information for older patients (Van Gerven et al, 2003;Van Gerven et al, 2006). In the current study, we assumed that audiovisual information will lead to better recall directly and in turn more informed decision-making as the patient's age increases.…”

Effects of Modality and Pace on Achievement, Mental Effort, and Positive Affect in Multimedia Learning Environments

“…This finding of the present study is consistent with the findings reported by Wouters et al. (2009), Van Gerven et al. (2006) and Kalyuga et al.…”

“…In the study, as there was no significant difference between the achievements of the system-paced groups of NA + S and WA + S, it was seen that the modality principle was not confirmed. Similar to this finding of the present study, in related literature, there are studies which failed to confirm the influence of modality using system-paced instructional materials (e.g., Schmidt-Weigand et al., 2010a, Experiment 1; Tabbers et al., 2001, Experiment 1; Van Gerven, Paas, van Merrienboer, & Schmidt, 2006). Nevertheless, inconsistent with this finding obtained in the present study, there are a number of other studies confirming the influence of modality using system-paced instructional materials (e.g., Brünken et al., 2004; Kühl et al., 2011; Mayer & Moreno, 1998; Moreno & Mayer, 1999a; Moreno et al., 2001, Experiments 4, 5; Mousavi et al., 1995, Experiments 1,2,3,4,5; Rummer et al., 2011; Schmidt-Weigand et al., 2010b; Schueler et al., 2008; Stiller et al., 2009; Tabbers et al., 2001, Experiment 2; Tindall-Ford et al., 1997).…”

“…In the study, the finding that there was no significant difference between the cognitive load scores of the system-paced groups of NA + S and WA + S is supported by the findings obtained by Ku¨hl et al (2011) and Tabbers et al (2001). On the other hand, inconsistent with this finding of the present study, there are a number of studies confirming the influence of modality with respect to cognitive load using system-paced instructional materials (e.g., Bru¨nken et al, 2004;Tabbers et al, 2001, Experiment 1;Tindall-Ford et al, 1997;Van Gerven et al, 2006). In the study, the reason why there was no significant difference between the cognitive load scores of the system-paced groups of NA + S and WA + S could be the fact that the study was carried out focusing on a social science content.…”

“…In the present study conducted, the reason what all the groups had a low level of cognitive load could be the fact that the instructional material was not complex. This finding of the present study is consistent with the findings reported by Wouters et al (2009), Van Gerven et al (2006 and Kalyuga et al (1999).…”

Adapting Online Patient Decision Aids: Effects of Modality and Narration Style on Patients’ Satisfaction, Information Recall and Informed Decision Making

“…This is especially important for older adults taking into account their age-related cognitive declines (Van Gerven et al, 2002). In line with this, previous studies have shown that audiovisual information reduces cognitive load and the time to learn information for older patients (Van Gerven et al, 2003;Van Gerven et al, 2006). In the current study, we assumed that audiovisual information will lead to better recall directly and in turn more informed decision-making as the patient's age increases.…”