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1.
Prof. Dr. Katharina Scheiter Dr. Anne Schüler Prof. Dr. Peter Gerjets Kim Stalbovs Carina Schubert Dr. Thomas Huk Prof. Dr. Dr. Friedrich W. Hesse 《Zeitschrift für Erziehungswissenschaft》2014,17(2):279-296
The present paper reports on an empirical study which investigated learning with text and animations in the science classroom. In a 2?×?2 design the presence of multimedia learning material instruction (text only vs. text + animations) as well as the modality of the explanatory text (spoken vs. written) were tested. Prior to learning, students’ motivation to learn was assessed as a continuous factor. Recall and transfer were assessed immediately after learning. The results show better recall of information for learners with multimedia materials, providing the animations were accompanied by spoken text. However, in contrast to the positive effects of domain-specific motivation this multimedia effect was not evident for transfer. The effects of multimedia design were independent of motivation. Implications for future studies are discussed. 相似文献
2.
A closer look at split visual attention in system- and self-paced instruction in multimedia learning
Two experiments examined visual attention distribution in learning from text and pictures. Participants watched a 16-step multimedia instruction on the formation of lightning. In Experiment 1 (N = 90) the instruction was system-paced (fast, medium, slow pace), while it was self-paced in Experiment 2 (N = 31). In both experiments the text modality was varied (written, spoken). During learning, the participants’ eye movements were recorded. Results from both experiments revealed that learners spent more time studying the visualizations with spoken text than those with written text. In written text conditions learners consistently started reading before alternating between text and visualization; moreover, they spent more time reading the text than inspecting the visualizations. While in Experiment 1 additional time that was made available in conditions with a slow or medium instruction pace was spent inspecting visualizations, in Experiment 2 longer learning times resulted from reading the text more intensively. With respect to learning outcomes (retention, transfer, and visual memory) Experiment 1 revealed an effect of text modality for visual memory only. In Experiment 2 no modality effects were found. Instruction pace was hardly related to learning outcomes. Overall, the results confirm prior findings suggesting that the distribution of visual attention in multimedia learning is largely guided by the text. 相似文献
3.
Animated models use animations and explanations to teach how a problem is solved and why particular problem-solving methods are chosen. Often spoken explanations are proposed to accompany animations in order to prevent overloading the visual channel (i.e., the modality effect). In this study we adopt the hypothesis that the inferior performance of written text compared to spoken text is due to the fact that written text receives less attention and, consequently, less effortful processing. In a 2 × 2 factorial experiment (N = 96) with the factors modality (written, spoken) and reflection (reflection prompts, no reflection prompts) the hypothesis is tested that prompted reflection requires learners to explicitly attend to written explanations and carefully process them, thus yielding higher transfer performance, whereas for spoken explanations prompted reflection would have no effect on transfer performance. The results indeed showed the hypothesized interaction between modality and reflection prompts. They suggest that the modality effect can be compensated for when learners explicitly attend to the information and effortfully process it. This has implications for learning situations in which spoken explanations are no option, such as education for the hearing-impaired. 相似文献
4.
The study examined whether the modality effect is caused by either high visuo-spatial load or a lack of temporal contiguity when processing written text and pictures. Students (N = 147) viewed pictures on the development of tornados, which were accompanied by either spoken or written explanations presented simultaneously with, before, or after the pictures. For verbal recall no modality effect was observed, whereas for transfer the influence of modality varied as a function of phonological working memory capacity. For pictorial recall the results showed a modality effect that was limited to simultaneous presentation, apparently in line with the temporal contiguity explanation. However, spoken simultaneous presentations were not superior to spoken sequential presentations, which contradicts the temporal contiguity explanation for the modality effect. Rather, it seems as if learners with simultaneous presentation of written text and picture concentrated more on the text and ignored the pictures, resulting in worse pictorial recall. 相似文献
5.
Two experiments involving 125 grade-10 students learning about commerce investigated strategies to overcome the transient information effect caused by explanatory spoken text. The transient information effect occurs when learning is reduced as a result of information disappearing before the learner has time to adequately process it, or link it with new information. Spoken text, unless recorded or repeated in some fashion, is fleeting in nature and can be a major cause of transiency. The three strategies investigated, all theoretically expected to enhance learning, were: (a) replacing lengthy spoken text with written text (Experiments 1 and 2), (b) replacing lengthy continuous text with segmented text (Experiment 1), and (c) adding a diagram to lengthy spoken text (Experiment 2). In both experiments on tasks that required information to be integrated across segments, written text was found to be superior to spoken text. In Experiment 1 the expected advantage of segmented text in reducing transitory effects was not found. Compared with written continuous text the segmented spoken text strategy was inferior. Experiment 2 found that adding a diagram to spoken text was an advantage compared to spoken text alone consistent with a multimedia effect. Overall, the results suggest that spoken text is a cause of the transient information effect, which can be best avoided by substituting written text for spoken text on tasks that require integration of information. 相似文献
6.
The purpose of this study was to examine the redundancy effects obtained when spoken information was duplicated in writing during the learning of a multimedia document. Documents consisting of diagrams and spoken information on the development of memory models were presented to three groups of students. In the first group, no written text was presented. In the second, written sentences redundant with the spoken information were progressively presented on the screen while in the third group, these written sentences were presented together. The results show that whatever the type of text presentation (sequential or static), the duplication of information in the written mode led to a substantial impairment in subsequent retention and transfer tests as well as in a task in which the memorization of diagrams was evaluated. This last result supports the hypothesis that the visual channel is overloaded as the cognitive theory of multimedia learning suggests. 相似文献
7.
Simone Herrlinger Tim N. Höffler Maria Opfermann Detlev Leutner 《Research in Science Education》2017,47(3):685-704
Adding pictures to a text is very common in today’s education and might be especially beneficial for elementary school children, whose abilities to read and understand pure text have not yet been fully developed. Our study examined whether adding pictures supports learning of a biology text in fourth grade and whether the text modality (spoken or written) plays a role. Results indicate that overall, pictures enhanced learning but that the text should be spoken rather than written. These results are in line with instructional design principles derived from common multimedia learning theories. In addition, for elementary school children, it might be advisable to read texts out to the children. Reading by themselves and looking at pictures might overload children’s cognitive capacities and especially their visual channel. In this case, text and pictures would not be integrated into one coherent mental model, and effective learning would not take place. 相似文献
8.
Tzu-Chien Liu Yi-Chun Lin Yuan Gao Fred Paas 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):574-586
The finding that under split-attention conditions students learn more from a picture and spoken text than from a picture and written text (ie, the modality effect) has consistently been found in many types of computer-assisted multimedia learning environments. Using 58 fifth-grade and sixth-grade elementary school children as participants, we investigated whether the modality effect can also be found in a mobile learning environment (MLE) on plants' leaf morphology, in which students had to learn by integrating information from text and real plants in the physical environment. A single factor experimental design was used to examine the hypothesis that students in a mixed-mode condition with real plants and spoken text (STP condition) would pay more attention to the real plants, and achieve higher performance on retention, comprehension, and transfer tests than the single-mode condition with real plants and written text (WTP condition). Whereas we found that participants in the STP condition paid more attention to observing the plants, and achieved a higher score on the transfer test than participants in the WTP condition, no differences were found between the conditions for retention and comprehension test performance. 相似文献
9.
Jongpil Cheon Steven Crooks Sungwon Chung 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(1):56-64
This study investigated the segmenting and modality principles in instructional animation. Two segmentation conditions (active pause vs. passive pause) were presented in combination with two modality conditions (written text vs. spoken text). The results showed that the significant effect was found in relation to segmentation conditions, whereas the modality effect was not found. The groups with embedded questions (ie, active pause) between segments outperformed pause‐only groups (ie, passive pause) on both recall and transfer tests regardless of the mode of text. The findings of the study imply that a stimulus (eg, testing occasion) would be more effective than only pauses between segments. 相似文献
10.
Wolfgang Schnotz Christoph Mengelkamp Christiane Baadte Georg Hauck 《European Journal of Psychology of Education - EJPE》2014,29(3):483-501
The term ‘modality effect’ in multimedia learning means that students learn better from pictures combined with spoken rather than written text. The most prominent explanations refer to the split attention between visual text reading and picture observation which could affect transfer of information into working memory, maintenance of information in working memory or the effective size of working memory. The assumption of a continuous need for split attention is questionable, however. Learners can keep pictorial information in working memory, when they have seen the picture before, especially if they have higher prior knowledge. Instead of suffering from a permanent split attention, learners frequently show tendencies to simply ignore pictures. This suggests guiding learners towards picture analysis by picture-related text paragraphs. We assume that these paragraphs are associated with stronger modality effects than content-related paragraphs, especially if the pictures are new to learners. These assumptions were tested in an experiment with 120 students learning about volcanism from illustrated text consisting of segments each including a content-related paragraph followed by a picture-related paragraph describing the accompanying visualization. Content-related and picture-related paragraphs were presented as visual or auditory texts leading to 2x2 conditions of text presentation. Picture novelty was manipulated by presenting a picture throughout the whole segment or only when the picture-related paragraph was read. As expected, picture-related paragraphs were associated with stronger modality effects than content-related paragraphs if picture novelty is high. The distinction between different kinds of paragraphs seems to be important for the prediction of modality effects. 相似文献
11.
Under some conditions, learning is improved by using a dual mode presentation involving for example, visual diagrams and auditory,
rather than written text (modality effect). Under other conditions, learning is improved by asking learners to imagine rather
than study instructional material (imagination effect). Both effects have been explained using cognitive load theory. This
paper investigates interactions between the modality and imagination effects. It was hypothesized that the imagination effect
would be facilitated when accompanied by audio/visual instructions compared to visual only instructions. Experiment 1 provided
evidence to suggest that for the materials used, audio/visual instructions were required to obtain an imagination effect.
Experiment 2 through verbal protocols aimed to investigate the cognitive mechanisms required when studying and imagining and
found that learners who studied tended to engage in search while learners who imagined focused on entities and relations that
needed to be learned.
in final form: 8 December 2005 相似文献
12.
《Learning and Instruction》2007,17(1):78-88
In an example of the redundancy effect, learning is inhibited when written and spoken text containing the same information is presented simultaneously rather than in written or spoken form alone. The current research was designed to investigate whether the redundancy effect applied to reading comprehension in English as a foreign language (EFL) by comparing two instructional formats, written presentation only and written presentation concurrent with verbatim spoken presentation. Participants were in their first year of tertiary education. Examination of translation scores, subjective mental load ratings, and free recall performance indicated that simultaneous presentations rendered text comprehension less effective both at a lexical level and at the level of text comprehension compared with written presentation only. 相似文献
13.
Slava Kalyuga 《Educational Research Review》2012,7(2):145-159
Spoken words have always been an important component of traditional instruction. With the development of modern educational technology tools, spoken text more often replaces or supplements written or on-screen textual representations. However, there could be a cognitive load cost involved in this trend, as spoken words can have both benefits and disadvantages based on essential characteristics of our cognitive architecture. This paper analyzes factors that might moderate the effectiveness of using spoken text in instruction by reviewing relevant studies in multimedia learning and considering cognitive load consequences of the transiency of spoken information. However, in contrast to earlier studies that considered spoken words in the context of a specific cognitive load effect, this paper provides a framework for evaluating potential instructional benefits of spoken text by analyzing various instructional situations depending on whether spoken text is used together with pictures and written text, and taking into account relations between presented sources of information. 相似文献
14.
Static representational pictures (RPs) have been focused in research on the multimedia effect in testing and might be especially important in arithmetical word problems, which require a multi-stage mental processing to segment the task. To further highlight the task segments visually, dynamic visualizations could help. However, conventional animations might not apply to this context and the role of dynamic visualizations with temporal segmentations (i.e., animated RPs) is unexplored. This classroom experiment with 456 students investigated multimedia and modality effects in 24 mathematical word problems. Our 3 × 2 mixed design included three multimedia conditions (static RPs, animated RPs, and text-only) and two modality conditions (written text vs spoken text). We investigated effects on response correctness, metacognitive ratings, item-solving satisfaction and time on task. Both static and animated RPs increased response correctness, item-solving satisfaction, and metacognitive ratings compared to text-only. Time on task was affected in distinctive ways in both RP conditions and also varied depending on text modality. Spoken text barely increased response correctness in animated RP items but not at all in static RP items. Moderator analyses revealed that the effects of static and animated RPs on response correctness were dependent on the text modality but varied across school types and the level of mathematical prior knowledge. For students at non-academic-track schools or with low prior knowledge, static and animated RPs improved response correctness compared to text-only across both modalities. For students at academic-track schools or with high prior knowledge, mainly combinations of static or animated RPs with spoken text were effective. 相似文献
15.
Learning-by-explaining (to fictitious others) has been shown to be an effective instructional method to support students' generative learning. In this study, we investigated differential effects of the modality of explaining (written versus oral) on students' quality of explanations and learning. Forty-eight students worked on a hypertext about combustion engines. Afterwards, they were asked to explain the learning content, either orally or in writing. Findings indicated that providing written explanations was more effective than providing oral explanations in supporting students to organize the content of the explanations. The higher levels of organization yielded higher levels of students' conceptual knowledge. In contrast, generating oral explanations, relative to written explanations, triggered students' elaborative processes to a more pronounced extent, which was more beneficial to attaining transferable knowledge. Thus, we conclude that the modality of explaining plays a critical role in learning-by-explaining inasmuch as different modes differentially support student learning. 相似文献
16.
Two experiments were conducted to investigate how individuals with persistent pain would respond to instructional materials designed to promote the modality and redundancy effects. It was predicted that persistent pain would reduce the positive impact of narrated text due to reduced working memory capacity. One hundred thirty-seven full-time teachers from six schools in Australia participated in the study. Pain and pain-free participants were identified and matched through a demographics questionnaire before being randomly assigned to selected instructional formats. In both experiments, participants viewed system-paced multimedia presentations depicting how lightning works. In Experiment 1, it was found that for pain-free participants, illustrations plus narrated text led to significantly higher learning outcomes than illustrations plus written text (a modality effect). However, for pain participants, no advantage was found for the illustrations plus narrated text format. In Experiment 2, it was found that for pain-free participants, illustrations plus narrated text led to significantly higher learning outcomes than illustrations plus narrated text plus identical written text (a redundancy effect). For pain participants, a reverse effect was found, suggesting that the replicated written text format was not redundant but beneficial for these individuals. Furthermore, despite low scores on standardized pain measures, individuals with persistent pain achieved significantly lower learning outcomes than pain-free participants in both experiments. It was concluded that clinically low levels of pain could significantly interfere with information retention and transference. For individuals with persistent pain, the use of narrated explanatory text could be a disadvantage due to its transitory nature. 相似文献
17.
Kim Viel‐Ruma David E. Houchins Kristine Jolivette Laura D. Fredrick Robert Gama 《Learning disabilities research & practice》2010,25(2):97-108
Students with disabilities often struggle with writing tasks. In order to improve the written expression performance of high school students with deficits in written expression, a Direct Instruction writing program was implemented. The participants were six high school students in programs for individuals with learning disabilities. Three of the six students were served in programs for students who are English Language Learners. Using a multiple‐probe across‐participants design, the effect of the writing program was examined. The intervention was implemented over a 5‐week period with maintenance checks conducted 2 and 4 weeks after the termination of instruction. Results were variable, but there appeared to be a positive trend in student writing performance as measured by correct word sequence, length of text, and the TOWL‐3. Implications for practice and future directions are also provided. 相似文献
18.
Valerie Coultas Paul Booth 《Changing English: An International Journal of English Teaching》2019,26(1):30-47
This article records and evaluates a student’s learning journey in two modules on an MA (Education) English Language Teaching (ELT) programme: an Oracy and ELT Pedagogy module and an Educational Technologies module. The notions of ‘exploratory talk’ and ‘task-based learning’ are explored using a single case study with material drawn from the student’s autobiography and diary, the spoken and written assignments, and the student and lecturers’ reflections on completion of the modules. We show, through the use of autobiography and critical reflection, what the student brings to the course and how this reflection allows him to use and transfer knowledge from one module to another. We analyse the ways in which the modules complement each other and how this influences the student’s learning and teaching practice. We then identify the key features of his learning in relation to ELT pedagogy. 相似文献
19.
In this experiment, we examined whether linguistic text complexity affects effects of explaining modality on students’ learning. Students (N = 115) read a high-complex and a low-complex text. Additionally, they generated a written or an oral explanation to a fictious peer. A control group of students retrieved the content. For the low-complex text, we found no significant differences between conditions. For the high-complex text, oral explaining yielded better comprehension than writing explanations. The retrieval condition showed the lowest performance. Mediation analyses revealed that the effect of explaining modality while learning from the high-complex text was mediated by the personal references and the comprehensiveness of the generated explanations. Our findings suggest that the effect of explaining modality emerges when students are required to learn from difficult texts. Furthermore, they show that oral explaining is effective as, likely due to increases of social presence, it triggers distinct generative processes during explaining. 相似文献
20.
Paul Owens 《教育心理学》2008,28(1):29-45
In two experiments, the principles of cognitive load theory were applied to the design of alternatives to conventional music instruction hypothesised to facilitate learning. Experiment 1 demonstrated that spatial integration of visual text and musical notation, and dual‐modal delivery of auditory text and musical notation, were superior to the spatially separated placement of the same visual materials, demonstrating the split‐attention and modality effects respectively. In Experiment 2 there were four conditions differentiated by the presence or absence of musical notation and the simultaneous or successive presentation of auditory music, written explanations, and musical notation. Results indicated that the presence of music notation had no effects, but that the simultaneous presentation of either two or three information sources was superior to successive presentation. These results provide further empirical support for the need to consider cognitive load theory when designing instruction in any domain. 相似文献