TY - JOUR
T1 - Modality and cueing in multimedia learning
T2 - Examining cognitive and perceptual explanations for the modality effect
AU - Crooks, Steven M.
AU - Cheon, Jongpil
AU - Inan, Fethi
AU - Ari, Fatih
AU - Flores, Raymond
PY - 2012/5
Y1 - 2012/5
N2 - The purpose of this study was to investigate the effects of modality (written text vs. spoken text) and visual cueing (low cueing vs. high cueing) on the learning and mental effort of participants studying a computer-based static diagram at their own pace. Participants were randomly assigned to four versions of the computer-based materials formed into a 2 × 2 factorial design by crossing modality with cueing. The results revealed a reverse modality effect, wherein participants studying written text outperformed those studying spoken text on tests of free recall, matching, comprehension, and spatial recall, but not mental effort. Information cueing did not significantly affect either performance or mental effort. These findings are discussed in the context of two popular explanations of the modality effect: the cognitive resources explanation and the perceptual resources explanation. The results were best explained from a perceptual resources viewpoint.
AB - The purpose of this study was to investigate the effects of modality (written text vs. spoken text) and visual cueing (low cueing vs. high cueing) on the learning and mental effort of participants studying a computer-based static diagram at their own pace. Participants were randomly assigned to four versions of the computer-based materials formed into a 2 × 2 factorial design by crossing modality with cueing. The results revealed a reverse modality effect, wherein participants studying written text outperformed those studying spoken text on tests of free recall, matching, comprehension, and spatial recall, but not mental effort. Information cueing did not significantly affect either performance or mental effort. These findings are discussed in the context of two popular explanations of the modality effect: the cognitive resources explanation and the perceptual resources explanation. The results were best explained from a perceptual resources viewpoint.
KW - Multimedia learning
KW - Reverse modality effect
KW - Visual cueing
UR - http://www.scopus.com/inward/record.url?scp=84857363245&partnerID=8YFLogxK
U2 - 10.1016/j.chb.2012.01.010
DO - 10.1016/j.chb.2012.01.010
M3 - Article
AN - SCOPUS:84857363245
SN - 0747-5632
VL - 28
SP - 1063
EP - 1071
JO - Computers in Human Behavior
JF - Computers in Human Behavior
IS - 3
ER -