The reverse modality effect: Examining student learning from interactive computer‐based instruction

Abstract

The purpose of this study was to explore the effects of modality on learning from multimedia instruction. This study utilized a factorial between‐subject design to examine the effects of modality on student learning outcomes, study patterns and mental effort. An interactive computer‐presented diagram was developed to teach the places of articulation in human speech. A total of 151 undergraduate students at a large southwestern university in USA participated in this study. Participants were randomly assigned to one of two modality conditions (ie, written text and spoken text). Data were obtained through surveys, student logs and knowledge tests. Findings revealed a reverse modality effect, wherein participants who studied with written text outperformed those who studied with spoken text.

Learning from instructional animations: How does prior knowledge mediate the effect of visual cues?

“…For example, if a textual explanation of a diagram is placed far from the diagram, learners must hold selected information in WM while attempting to relate visual and verbal information, causing an unnecessary burden on WM. Therefore, presenting information in multiple modalities (e.g., text and pictures) may not be sufficient to promote meaningful learning (Ari et al, ; Crooks, Cheon, Inan, Ari, & Flores, ; Inan et al, ; Oberfoell & Correia, ; Witteman & Segers, ). As an initiative to promote meaningful learning in multimedia learning environments, recent research studies (e.g., Ari et al, ; Broek, Segers, & Verhoeven, ; Scheiter & Eitel, ) have begun to focus on the use of strategies to reduce extraneous cognitive load and enhance germane cognitive load.…”

Investigating multiple source use among students with and without dyslexia

“…Although the Paas (1992) measure has been assumed to be reliable in measuring subjective perceptions of invested effort, it is still unclear how this mental effort relates to actual cognitive load. To increase validity, it could therefore be argued that subjective measures would have to be combined with other, preferably objective measures of cognitive load (Inan et al, 2015). However, among the studies that were reviewed as part of this thesis, only 10 studies used multiple measurements of cognitive load, typically combining subjective ratings with a secondary task.…”

Task-induced involvement load and working memory: Effects on active and passive vocabulary knowledge of EFL learners in a multimedia learning environment

“…One of the reasons mentioned to bring about the modality effect is the use of system-paced instructions in which the learners have no control over the pace of instruction. This notion is in contrast with self-paced instruction which has been mentioned as the root of reverse modality effect (Inan et al, 2013;Tabbers & de Koejier, 2010). As the instruction in the current study was systempaced, it can be asserted that the modality effect is a function of instruction pacing with system-pacing appearing to be more advantageous.…”