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Direct linkLiu, Tzu-Chien; Lin, Yi-Chun; Gao, Yuan; Paas, Fred – British Journal of Educational Technology, 2019
The finding that under split-attention conditions students learn more from a picture and spoken text than from a picture and written text (ie, the modality effect) has consistently been found in many types of computer-assisted multimedia learning environments. Using 58 fifth-grade and sixth-grade elementary school children as participants, we…
Descriptors: Elementary School Students, Telecommunications, Handheld Devices, Educational Technology
