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Narration or Visual Text: When Does Modality Effect Apply?
PROCEEDINGS

, University of New South Wales, Australia

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

According to the modality effect, textual information accompanying pictures, animations, or simulations should be presented in an auditory rather than visual form. Within a cognitive load framework, the modality effect is explained by a more efficient use of the available working memory resources: by engaging two channels of working memory when verbal information is presented in the auditory modality, learning can be facilitated. However, some studies failed to replicate the modality effect and in some cases, found statistically significant differences opposite to those expected. This paper reviews and systematizes a set of evidence-based conditions of the applicability and factors moderating the modality effect based on recent empirical evidence.

Citation

Kalyuga, S. (2010). Narration or Visual Text: When Does Modality Effect Apply?. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1052-1058). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 12, 2019 from .

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