Exploring the Instructional Conditions for a Reverse Modality Effect in Multimedia Instruction

This study explored the causes of the reverse modality effect when learning from multimedia instruction. Participants were randomly assigned to one of two groups (visual text or spoken text). The findings revealed a reverse modality effect wherein that those studying visual text outperformed those s...

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Bibliographic Details
Published in:	Journal of educational multimedia and hypermedia Vol. 20; no. 2; pp. 117 - 133
Main Authors:	Cheon, Jongpil, Crooks, Steven, Inan, Fethi, Flores, Raymond, Ari, Fatih
Format:	Journal Article
Language:	English
Published:	Association for the Advancement of Computing in Education 01-06-2011
Subjects:	Auditory Stimuli Aural Learning Cognitive Processes Comparative Analysis Difficulty Level Educational Technology Learning Modalities Learning Processes Multimedia Instruction Speech Communication Theories Undergraduate Students Visual Learning Visual Stimuli
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Summary:	This study explored the causes of the reverse modality effect when learning from multimedia instruction. Participants were randomly assigned to one of two groups (visual text or spoken text). The findings revealed a reverse modality effect wherein that those studying visual text outperformed those studying spoken text on three assessments. Further investigation revealed significant differences in text access frequency, but not mental effort, between the two groups. This study provides theoretical support for establishing the boundaries of the modality effect, as well as extending the literature on possible causes for the reverse modality effect. (Contains 3 tables and 2 figures.)
ISSN:	1055-8896