Modality Effects Examined by Means of an Online Sentence-Picture Comparison Task

Reinwein, Joachim; Tassé, Serge

doi:10.1007/s10936-022-09849-9

Cited by 2 publications

(1 citation statement)

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“…Separate sub-symbolic and interactive processing of multi-code information is theoretically and empirically advantageous over the mono-code information presentation [20]. Empirical evidence for these phenomena is convincing [21], though, mainly cognitive issues in media learning are addressed. Research suggests that cognitive variables directly involved in information processing, analysis of cognitive issues not directly involved in information processing, and non-cognitive parameters, (e.g., meta-cognition, attribution, motivation, etc.…”

Section: Introductionmentioning

confidence: 99%

The Appraisal Principle in Multimedia Learning: Impact of Appraisal Processes, Modality, and Codality

Zumbach

Zeitlhofer

Mann

et al. 2022

MTI

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This paper presents two experiments examining the influences of media-specific appraisal and attribution on multimedia learning. The first experiment compares four different versions of learning material (text, text with images, animation with text, and animation with audio). Results reveal that the attributed type of appraisal, (i.e., the subjective impression of whether a medium is easy or difficult to learn with) impacts invested mental effort and learning outcomes. Though there was no evidence for the modality effect in the first experiment, we were able to identify it in a second study. We were also able to replicate appraisal and attribution findings from study 1 in study 2: if media appraisal leads to the result that learning with a specific medium is difficult, more mental effort will be invested in information processing. Consequently, learning outcomes are better, and learners are more likely to attribute knowledge acquisition to their own abilities. Outcomes also indicate that the modality effect can be explained by avoidance of split-attention rather than modality-specific information processing in working memory.

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Section: Introductionmentioning

confidence: 99%