Applying the modality principle to real-time feedback and the acquisition of higher-order cognitive skills

Fiorella, Logan; Vogel-Walcutt, Jennifer J.; Schatz, Sae

doi:10.1007/s11423-011-9218-1

Cited by 44 publications

(18 citation statements)

References 40 publications

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“…Thus, the reason students thought in the audio + text + graphics format the explanation of the information was clear. The results from this study were similar to other studies (Fiorella and others ; Kilic and Yildrium ). Fiorella and others () sought to determine if cognitive skills were higher when college students ( n = 60) were presented with complex information in a web‐based scenario.…”

Section: Resultssupporting

confidence: 93%

“…The results from this study were similar to other studies (Fiorella and others ; Kilic and Yildrium ). Fiorella and others () sought to determine if cognitive skills were higher when college students ( n = 60) were presented with complex information in a web‐based scenario. While viewing the information, the students received prompts in either audio or text formats.…”

Section: Resultsmentioning

confidence: 99%

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The Impact of Instructional Design on College Students’ Cognitive Load and Learning Outcomes in a Large Food Science and Human Nutrition Course

Andrade

Huang

Bohn

2015

J of Food Science Edu

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Abstract:The effective design of course materials is critical for student learning, especially for large lecture introductory courses. This quantitative study was designed to explore the effect multimedia and content difficulty has on students' cognitive load and learning outcomes. College students (n = 268) were randomized into 1 of 3 multimedia groups: text + graphics (Group 1-TG); audio + text + graphics (Group 2-ATG); or video + audio + text + graphics (Group 3-VATG). Participants answered a demographic survey and pretests before viewing 2 food science supplemental lecture materials (i.e., water mobility and amino acid structures) and completing the cognitive load instrument and post-tests within a noncontrolled setting. Cognitive load scores were tabulated and compared using a 3 × 3 ANOVA and Tukey post hoc analysis across multimedia groups and food science supplemental lecture materials. Based on the post hoc, students in Group 1-TG had higher intrinsic cognitive load scores than Group 2-ATG (ANOVA, P < 0.05). Cognitive load and post-test scores were tabulated and compared using a spearman correlation across groups. In Group 1-TG, students that reported less intrinsic cognitive load had higher post-test scores. Also, students that reported more germane cognitive load had higher post-test scores. In Groups 2-ATG and 3-VATG, students that reported less extraneous cognitive load had higher post-test scores (ANOVA, P < 0.05).

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Section: Resultssupporting

confidence: 93%

Section: Resultsmentioning

confidence: 99%

The Impact of Instructional Design on College Students’ Cognitive Load and Learning Outcomes in a Large Food Science and Human Nutrition Course

Andrade

Huang

Bohn

2015

J of Food Science Edu

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“…The modality principle showed no effect. Fiorella, Vogel-Walcutt, and Schatz (2012) utilized the modality principle in several scenarios with real-time training. They created two groups.…”

Section: Current Research On the Modality Principlementioning

confidence: 99%

Understanding the role of the modality principle in multimedia learning environments

Oberfoell

Correia

2016

Computer Assisted Learning

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The modality principle states that low‐experience learners more successfully understand information that uses narration rather than on‐screen text. This is due to the idea that on‐screen text may produce a cognitive overload if it is accompanied by other visual elements. Other studies provided additional data and support for the modality principle in multimedia learning environments. However, some recent studies began to show the modality principle's impact had certain parameters, and it was impacting various groups, conditions and environments differently. This study replicated Mayer and Moreno's studies on the modality principle (1998; 2006). Seventy‐nine college students attending a Midwestern University in the USA participated in this study in 2015. The results of the study showed that the modality principle was not an effective strategy for the group of low‐experience content users. The results showed the retention and transfer of knowledge was not as effective for students who viewed the narrated PowerPoint presentation. In fact, students who viewed the PowerPoint presentation that only included the on‐screen text, had more effective retention and transfer of knowledge. Lay description What is currently known about the modality principle: Learners are more successful with understanding information that uses narration than on‐screen text specifically low‐experience learners. This is due to the idea that on‐screen text may produce a cognitive overload if it is accompanied by other visual elements. What this study adds to this subject matter: Carefully replicated Mayer and Moreno's studies on the modality principle with the intent to verify if the modality principle held with digital‐aged students. Data collection took place in the participants' actual classroom (natural setting) in opposition to a lab‐like setting. Implications of study findings for practitioners: Results counter the original study's findings specifically for low‐experience learners, meaning on‐screen text was more effective for transfer and retention of knowledge when compared with printed text and narration. When designing multimedia learning, instructional designers need to consider other elements (e.?g., presentation speed and learning times) that may be causing a change in the modality effect.

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“…HOTS is called meta-cognitive thinking, the ability to describe the ability to connect several different concepts, in interpret, solve problems (problem solving), choose problem solving strategies, find (discovery) new methods, argue (reasoning), and make the right decisions [8][9]. HOTS assessment is a measurement instrument used to measure highlevel thinking skills, namely the ability to think that is not just recall (recall), restate (restate), or refer without doing processing (recite).…”

Section: B Hotsmentioning

confidence: 99%

“…HOTS is a meta-cognitive skill that triggers acting and thinking in a high-level thinking mode and includes sub-skills of analysis, synthesis, and evaluation [8][9]. The basic principle in the development of HOTS assessment is student's task must demand knowledge and expertise in new situations, not just the ability to remember what is contained in the textbook.…”

Section: Introductionmentioning

confidence: 99%

A Literature Review: Cognitive Assessment of HOTS in Technical Vocational Learning

Thomas¹,

Munawar²,

Komaro³

2019

Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018)

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At present, design of learning orientation in vocational schools has led to HOTS (Higher Order Thinking Skills), because it can encourage students to think broadly and deeply about the subject matter, shape the character as an effective communicator, critical thinkers, and competent problems solver. But, most of vocational teacher still use Lower Order Thinking Skills (LOTS) assessment which only facilitates students in the field of short-term memory. This literature review will focus on the assessment of the HOTS aspects of cognitive assessment in vocational learning. The goal of this article is to review relevant journals deeply to get an overview of the extent to which the development of HOTS studies in various parts of the world relates to the methods, models and approaches used and get an overview of the HOTS management model that can be used. The conclusion is low percentage of HOTS questions becomes an indicator of the low cognitive level of students, it can impact on the inability of graduates to compete in Industrial World.

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Applying the modality principle to real-time feedback and the acquisition of higher-order cognitive skills

Cited by 44 publications

References 40 publications

The Impact of Instructional Design on College Students’ Cognitive Load and Learning Outcomes in a Large Food Science and Human Nutrition Course

The Impact of Instructional Design on College Students’ Cognitive Load and Learning Outcomes in a Large Food Science and Human Nutrition Course

Understanding the role of the modality principle in multimedia learning environments

A Literature Review: Cognitive Assessment of HOTS in Technical Vocational Learning

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