The reverse modality effect: Examining student learning from interactive computer-based instruction

被引：14

作者：

Inan, Fethi A. ^{[1
]}

Crooks, Steven M. ^{[1
]}

Cheon, Jongpil ^{[2
]}

Ari, Fatih ^{[3
]}

Flores, Raymond ^{[1
]}

Kurucay, Murat ^{[2
]}

Paniukov, Dmitrii ^{[4
]}

机构：

[1] Texas Tech Univ, Lubbock, TX 79409 USA

[2] Texas Tech Univ, Instruct Technol Program, Lubbock, TX 79409 USA

[3] Texas Tech Univ, Hlth Sci Ctr, Off Inst Planning & Assessment, Lubbock, TX 79409 USA

[4] Texas Tech Univ, Appl Cognit Psychol Program, Lubbock, TX 79409 USA

来源：

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY | 2015年 / 46卷 / 01期

关键词：

COGNITIVE LOAD THEORY; MULTIMEDIA INSTRUCTIONS; EXPLANATIONS; EFFICIENCY; IMPACT;

D O I：

10.1111/bjet.12129

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study was to explore the effects of modality on learning from multimedia instruction. This study utilized a factorial between-subject design to examine the effects of modality on student learning outcomes, study patterns and mental effort. An interactive computer-presented diagram was developed to teach the places of articulation in human speech. A total of 151 undergraduate students at a large southwestern university in USA participated in this study. Participants were randomly assigned to one of two modality conditions (ie, written text and spoken text). Data were obtained through surveys, student logs and knowledge tests. Findings revealed a reverse modality effect, wherein participants who studied with written text outperformed those who studied with spoken text.

引用

页码：123 / 130

页数：8

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