Examining the influence of gender on modality effect

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This study aimed to investigate the effects of modality and gender on learning from a computer-based matrix graphic organizer. A 2 × 2 factorial experiment was created by crossing two presentation modes (visual text vs. spoken text) and gender. Dependent measures included transfer and comprehension tests. Results revealed a significant modality by gender interaction on the transfer test. These results suggest that when the goal of learning is to transfer information to new contexts, males benefit from a dual mode presentation of text, whereas females benefit from a text only (single mode) presentation. This study adds to the literature by showing that gender is another factor to consider in conjunction with expertise and modality in multimedia learning.
Original languageEnglish
Pages (from-to)87-103
JournalJournal of Educational Technology Systems
StatePublished - Jan 2011


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