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research_results:modality_principle [2011/06/06 11:53] jpetrovic |
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- | ===== The Modality Principle ===== | + | ====== The Modality Principle ====== |
- | **The modality principle** claims that learning will be enhanced if presenting textual information in an auditory format, rather than in visual format, when it is accompanied with other visual information like a graph, diagram or animation.(([[http://www.sciencedirect.com/science/article/pii/S0959475205000459|Ginns, Paul. Meta-analysis of the modality effect. Learning and Instruction 15, no. 4: 313-331. August 2005.]])) | ||
- | A recent meta-research(([[http://www.sciencedirect.com/science/article/pii/S0959475205000459|Ginns, Paul. Meta-analysis of the modality effect. Learning and Instruction 15, no. 4: 313-331. August 2005.]])) has examined results of 43 studies and confirmed the following hypotheses: | + | ===== Theory ===== |
- | * "//Presenting instructional materials using a combination of an auditory mode for textual information, such as spoken text, and a visual mode for graphical information, such as illustrations, charts, animations, etc., will be more effective than presenting all information in a visual format, such as printed text with illustrations, charts or animations.//" | + | **The modality principle**((Tindall-Ford, S., Chandler, P. and Sweller, J. When two sensory modes are better than one. Journal of Experimental Psychology: Applied, 3(4), 257-287. 1997.)) claims that learning will be enhanced if presenting textual information in an auditory format, rather than in visual format, when it is accompanied with other visual information like a graph, diagram or animation.(([[http://www.sciencedirect.com/science/article/pii/S0959475205000459|Ginns, Paul. Meta-analysis of the modality effect. Learning and Instruction 15, no. 4: 313-331. August 2005.]])) |
- | * "//The strength of this effect is moderated by the level of element interactivity of the learning materials.//" | + | |
- | * "//The strength of this effect is moderated by the pacing of presentation, with a strong effect for system-paced materials but a lesser effect for self-paced materials.//" | + | The idea for this principle comes from Baddeley's [[:memory_models:Human_Working_Memory|working memory model]] in which information can be retrieved simultaneously through two channels: verbal and visual. **Using both channels can enhance learning** since spoken text then occupies only verbal channel leaving visual channel free to process other visual information. |
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+ | ===== Practice ===== | ||
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+ | The modality principle suggests **texts** should be presented **in audio format** (in case it is accompanied with other visual information). | ||
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+ | ===== Research status ===== | ||
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+ | A recent meta-research has examined results of 43 studies and confirmed that(([[http://www.sciencedirect.com/science/article/pii/S0959475205000459|Ginns, Paul. Meta-analysis of the modality effect. Learning and Instruction 15, no. 4: 313-331. August 2005.]])): | ||
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+ | * Modality effect can be used to enhance learning | ||
+ | * Strength of the modality effect is moderated by the **level of element interactivity** of the materials. | ||
+ | * Strength of the modality effect is moderated by the **presentation pacing**: effect is stronger for system-paced materials, and weaker for self-paced materials((See also: [[http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2009.00335.x/abstract|Witteman, M.J., and E. Segers. The modality effect tested in children in a user-paced multimedia environment. Journal of Computer Assisted Learning 26, no. 2: 132-142. 2010.]])). |