The modality effect in learner-paced multimedia learning

Modality and redundancy effects, and their relation to executive functioning in children with dyslexia

“…The modality effect tends to weaken or disappear in a user-paced learning environment where people can determine their own pace (Witteman & Segers, 2010) instead of a system-paced environment where the material is programmed to move on after a certain amount of time has passed. In addition, over time the modality effect also seems to disappear or reverse (Savoji, Hassanabadi, & Fasihipour, 2011;Scheiter, Schüler, Gerjets, Huk, & Hesse, 2014;Segers, Verhoeven, & Hulstijn-Hendrikse, 2008;Tabbers et al, 2004). So, in user-paced learning environments and on the longterm, learning from pictures with audio does not seem more effective than learning from pictures with written text; sometimes written text may even be better.…”

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

“…This may be due to the fact that in all of the above studies, multimedia were presented in a systempaced learning environment. Studies investigating the effect in a user-paced system or over time showed no or even reversed modality effects (Savoji et al, 2011;Scheiter et al, 2014;Schmidt-Weigand, Kohnert, & Glowalla, 2010;Segers, Verhoeven, & Hulstijn-Hendrikse, 2008;Tabbers et al, 2004;van den Broek, Segers, & Verhoeven, 2014;Witteman & Segers, 2010). In a user-paced learning environment, students control the speed of the lessons.…”

“…The modality effect entails a larger learning effect for spoken text with pictures than for written texts with pictures (Mayer, 2005). However, this effect tends to reverse over time (e.g., Savoji, Hassanabadi, & Fasihipour, 2011;Scheiter, Schüler, Gerjets, Huk, & Hesse, 2014;Tabbers, Martens, & Merriënboer, 2004). Furthermore, many studies have failed to replicate such a modality effect, which can be attributed to boundary conditions, such as pacing of the learning material (Tabbers, 2002).…”

The communal consultation video—Enhancing learning and broadening experience through observing dialogue

“…The benefit of the ability to control the presentation of the learning material is based on the concept of the learner control principle and reflects when student learning is facilitated when they have control of the learning materials with regards to the following: pace, sequence and information selection. [12][13][14][15] In addition, the control of how content is navigated or displayed for consumption also facilitates learning for students needs 16,17 and this may be supported by the layout of the videos on the learning management system with regards to their classification by degree of difficulty and associated keywords that help direct students to the required knowledge ( Figure 2). The control of the content means students can direct their own learning experience and it allows them to construct their own knowledge from the materials rather than through the passive reception of pre-structured information.…”

“…The conceptual theories that are proposed to support this learning intervention are: learner control, worked examples and the self‐explanation principle. The benefit of the ability to control the presentation of the learning material is based on the concept of the learner control principle and reflects when student learning is facilitated when they have control of the learning materials with regards to the following: pace, sequence and information selection . In addition, the control of how content is navigated or displayed for consumption also facilitates learning for students needs and this may be supported by the layout of the videos on the learning management system with regards to their classification by degree of difficulty and associated keywords that help direct students to the required knowledge (Figure ).…”