EDPS 6560

Robin-Elise Call, Kimberly Sorenson,

Karen Staudacher
Concerns
whether to present
the words in
spoken or printed form.
Mode:
Media:
Modality:
MODE
Printed or spoken form
MEDIA
Electronic media
MODALITY
Visual
Auditory

When using multimedia
does
modality matter?





modality does
not matter!





Information-
delivery theory









http://www.shutterstock.com/pic-
88402435/stock-photo-hand-
puts-globe-into-head-open-mind-
drawer-of-silhouette-man.html

Based on research relating to cognitive theory
of multimedia learning.






















Richard Mayer (2001) Multimedia Learning Fig 1. Mayer
(2001) Theory is grounded in 3 seminal cognitive theories
Mayer, R. E. (2001). Multimedia learning. New York:
Cambridge University Press.

Assumptions:

Dual channel: Humans posses separate
information processing channels for verbal
and visual material.

Limited capacity: there is only a limited
amount of processing capacity available in
the verbal and visual channels

Active processing: Learning requires
substantial cognitive processing in the
verbal and visual channels.

Based on research relating to cognitive theory
of multimedia learning.
Mayer and Moreno conducted research
studies involving computer based
multimedia.


According to text, Mayer and Moreno conducted
a set of four studies comparing retention and
transfer performance of students.

Results for retention indicated that students
remembered on average 30% more material.

Results for transfer indicated that students
generated on average 80% more creative
solutions.
Based on research relating to cognitive theory
of multimedia learning.
Mayer and Moreno conducted research
studies involving computer based
multimedia.
Mousavi et al, conducted research studies
involving book based multimedia.


According to the text, Mousavi et al,
presented students with worked out
examples for how to solve various geometry
problems.

Results revealed, presenting words in spoken
form resulted in better performance on a
geometry test.
Based on research relating to cognitive theory
of multimedia learning.
Mayer and Moreno conducted research
studies involving computer based
multimedia.
Mousavi et al, conducted research studies
involving book based multimedia.
Theoretical idea of dual-channel processing.











http://www.youtube.com/watch?v=dGkzuHrk9E0
Based on research relating to cognitive theory
of multimedia learning.
Mayer and Moreno conducted research
studies involving computer based
multimedia.
Mousavi et al, conducted research studies
involving book based multimedia.
Theoretical idea of dual-channel processing.
Discovery of modality effect.


Defined by Mousavi, et al, effective cognitive
capacity may be increased if both auditory
and visual working memory can be used
simultaneously to process incoming
information rather than a single mode.

Moreno and Mayer, refer to modality effect to
only situations in which presenting pictures
and narration is more effective than
presenting pictures and printed text.

When using multimedia learning, design
programs combining narration with pictures or
animation to improve retention and transfer of
knowledge.

Modality effect should not be used to justify not
using printed text and pictures/animation
together.

Split-attention/cognitive load will occur when
pictures and words are both presented visually.
Marco Tempest: iPod Magic-Deception
https://vimeo.com/24951327
How to be 2
https://vimeo.com/59006669

Modality principle: Students learn better from animation and
narration than from animation and on-screen text; that is
students learn better when words in a multimedia message
are presented as spoken text rather than printed text.

Simply adding words to pictures is not an effective way to
achieve multimedia learning.

The modality effect should not be used to justify a blanket
prescription to never present text and animation together.

Dual-channel processing: Utilization of the auditory channel
and visual channel allow for greater retention and
transference of knowledge and reduce cognitive load.