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Greenberg, Kevin; Zheng, Robert; Gardner, Michael; Orr, Matthew – Journal of Computer Assisted Learning, 2021
The cognitive theory of multimedia learning postulates learning information in a dual-modality design is more effective than in a single modality, which is known as the modality effect. Research has found that the modality effect supports problem-solving learning, but not retention-based learning. This divergence in findings can be explained by…
Descriptors: Individual Differences, Spatial Ability, Visual Perception, Short Term Memory
Oberfoell, A.; Correia, A. – Journal of Computer Assisted Learning, 2016
The modality principle states that low-experience learners more successfully understand information that uses narration rather than on-screen text. This is due to the idea that on-screen text may produce a cognitive overload if it is accompanied by other visual elements. Other studies provided additional data and support for the modality principle…
Descriptors: Multimedia Instruction, College Students, Learning Modalities, Cognitive Processes