Narration or Visual Text: When Does Modality Effect Apply?
Purchase or Subscription required for access
Purchase individual articles and papers
Subscribe for faster access!
Subscribe and receive access to 100,000+ documents, for only $19/month (or $150/year).
Already have access?
Institutional Subscription
You don't appear to be accessing the site through a subscribing institution (your IP address is 44.197.251.102).
If your university, college, or library subscribes to LearnTechLib, you may be able access full text articles through a login page.
You can search for your instition by name or by location.
Author
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 18, 2010 in Orlando, Florida, USA ISBN 978-1-880094-83-9
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 March 19, 2024 from https://www.learntechlib.org/p/35689.
© 2010 AACE