Long-term modality effect in multimedia learning

Ruf, Alessia; Seckler, Mirjam; Opwis, Klaus

doi:10.1145/2639189.2670251

Cited by 3 publications

(5 citation statements)

References 7 publications

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“…La segunda hipótesis de este estudio está relacionada con el efecto a largo plazo que puede presentar con la señalización. En investigaciones anteriores (Ruf et al, 2014;Schweppe & Rummer, 2012) la aplicación de los principios del aprendizaje multimedia tenía un efecto positivo en los resultados tanto del corto plazo (inmediatamente se estudia el material) como en el largo plazo (una semana después), por eso para esta investigación se buscaba determinar si con el principio de señalización el efecto se lograba en el largo plazo como con otros principios.…”

Section: Discusión De Los Resultadosunclassified

“…Para esta investigación se puede afirmar que se cumple la segunda hipótesis de que la señalización tiene un efecto en la memoria de largo plazo cuando los contenidos son vistos una única vez. Con esta condición, se generan resultados similares a otras investigaciones que estudiaron el efecto de los principios del aprendizaje multimedia en la memoria a largo plazo (Ruf et al, 2014;Schweppe & Rummer, 2012). Para futuras investigaciones se hace necesario tener un tiempo mayor entre las dos evaluaciones ya que en esta investigación las diferencias fueron de horas y no de días como proponen los autores estudiados.…”

Section: Discusión De Los Resultadosunclassified

“…A diferencia de la evaluación del módulo, para esta evaluación solo se tiene un intento y cuarenta minutos. Con la evaluación final se busca realizar una segunda medición para verificar el efecto en el largo plazo (Amadieu et al, 2011;Ruf et al, 2014).…”

Section: Evaluaciónunclassified

See 2 more Smart Citations

Affective impact of navigational and signaling aids to e-learning

Sung

Mayer

2012

Computers in Human Behavior

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Section: Discusión De Los Resultadosunclassified

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Affective impact of navigational and signaling aids to e-learning

Sung

Mayer

2012

Computers in Human Behavior

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“…In adults, reversed modality effects were found even after one night, on both retention and transfer knowledge (van den Broek et al, 2014). A direct comparison between both short-and long-term system-and user-paced learning environments was made by Ruf, Seckler, and Opwis (2014). They showed a reversed modality effect over time in both the systemand user-paced settings: Learning from text and pictures led to more learning gain in the long term.…”

Section: Key Messagesmentioning

confidence: 98%

The modality and redundancy effects in multimedia learning in children with dyslexia

Campen

Segers

2018

Dyslexia

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The present study aimed to examine the modality and redundancy effects in multimedia learning in children with dyslexia in order to find out whether their learning benefits from written and/or spoken text with pictures. We compared study time and knowledge gain in 26 11‐year‐old children with dyslexia and 38 typically reading peers in a within‐subjects design. All children were presented with a series of user‐paced multimedia lessons in 3 conditions: pictorial information presented with (a) written text, (b) audio, or (c) combined text and audio. We also examined whether children's learning outcomes were related to their working memory. With respect to study time, we found modality and reversed redundancy effects. Children with dyslexia spent more time learning in the text condition, compared with the audio condition and the combined text‐and‐audio condition. Regarding knowledge gain, no modality or redundancy effects were evidenced. Although the groups differed on working memory, it did not influence the modality or redundancy effect on study time or knowledge gain. In multimedia learning, it thus is more efficient to provide children with dyslexia with audio or with auditory support.

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“…Multimedia provides an excellent way to deliver verbal and visual (i.e., multimodal) information simultaneously, but due to its versatility, the use of multimedia alone will not guarantee good information presentation and retention (Mayer, 2002;Ruf et al, 2014). Mayer (2002) explored how instructors can foster active learning (selecting, organizing, integrating) through careful use of multimedia (graphics, audio, text), whilst minimizing the risk of overburdening working memory.…”

Section: Media Types and Interactivitymentioning

confidence: 99%

Supporting Non-Expert Users in Authoring Tasks for Learning Language and Culture

Kharrufa

Satar

Dodds

et al. 2022

International Journal of Computer-Assisted Language Learning and Teaching

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This paper presents the evaluation of a web app (ENACT) developed to support users with no expertise in pedagogy, media, and/or technology in creating engaging pedagogy-informed open educational resources. The aim is to increase cultural awareness and linguistic skills development through the creation of, and engagement with, interactive cultural activities. The design, which is informed by both theory and user input, is implemented by building a user-facing layer on top of the existing H5P platform. Participants' input from the evaluation workshop supported the design decisions around the provided task structure and the design choices around interactive media used. This work contributes a system as a web app to support non-experts in creating engaging online activities of a cultural and linguistic educational value and design recommendations generalizing the research based on literature, user insights, the developed system, and an evaluation study with migrants, refugees, and asylum seekers.

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Long-term modality effect in multimedia learning

Cited by 3 publications

References 7 publications

Affective impact of navigational and signaling aids to e-learning

Affective impact of navigational and signaling aids to e-learning

The modality and redundancy effects in multimedia learning in children with dyslexia

Supporting Non-Expert Users in Authoring Tasks for Learning Language and Culture

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