Explaining the modality effect in multimedia learning: Is it due to a lack of temporal contiguity with written text and pictures?

被引:29
|
作者
Schueler, Anne [1 ]
Scheiter, Katharina [1 ]
Rummer, Ralf [2 ]
Gerjets, Peter [1 ]
机构
[1] Knowledge Media Res Ctr, D-72070 Tubingen, Germany
[2] Univ Erfurt, Dept Psychol, Erfurt, Germany
关键词
Modality effect; Temporal contiguity; Multimedia learning; Text-picture sequence; Working memory; WORKING-MEMORY; COGNITIVE LOAD; TASK; METAANALYSIS; INFORMATION;
D O I
10.1016/j.learninstruc.2011.08.001
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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. (C) 2011 Elsevier Ltd. All rights reserved.
引用
收藏
页码:92 / 102
页数:11
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