ERIC Number: EJ875693
Record Type: Journal
Publication Date: 2010-Apr
Abstractor: As Provided
Reference Count: 33
The Modality Effect Tested in Children in a User-Paced Multimedia Environment
Witteman, M. J.; Segers, E.
Journal of Computer Assisted Learning, v26 n2 p132-142 Apr 2010
The modality learning effect proposes that learning is enhanced when information is presented in both the visual and the auditory domains (e.g. pictures and spoken information) compared with presenting information solely in the visual channel (e.g. pictures and written text). Most of the evidence for this effect comes from adults in a laboratory setting. Therefore, we tested the modality effect with 80 children in the highest grade of elementary school in a naturalistic setting. In a between-subjects design, the children either saw representational pictures with speech or representational pictures with text. Retention and transfer knowledge was tested at three moments: immediately after the intervention, one day after and after one week. The present study did not find any evidence for a modality effect in children when the lesson was learner-paced. Instead, we found a reversed modality effect directly after the intervention for retention. A reversed modality effect was also found for the transfer questions one day later. This effect was robust, even when controlling for individual differences.
Descriptors: Intervention, Individual Differences, Elementary School Students, Adults, Individualized Instruction, Pacing, Visual Perception, Auditory Perception, Intermode Differences, Multimedia Instruction
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A