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          Institute: MPI für Psycholinguistik     Collection: Yearbook 2011     Display Documents



ID: 555073.0, MPI für Psycholinguistik / Yearbook 2011
The modality effect tested in children in a user-paced multimedia environment
Authors:Witteman, Marijt J.; Segers, Eliane
Language:English
Date of Publication (YYYY-MM-DD):2010
Title of Journal:Journal of Computer Assisted Learning
Volume:26
Start Page:132
End Page:142
Review Status:Peer-review
Audience:Not Specified
Intended Educational Use:No
Abstract / Description:The modality learning effect, according to Mayer (2001), proposes that learning is enhanced when information is presented in both the visual and auditory domain (e.g., pictures and spoken information), compared to presenting information solely in the visual channel (e.g., pictures and written text). Most of the evidence for this effect comes from adults in a laboratory setting. Therefore, we tested the modality effect with 80 children in the highest grade of elementary school, in a naturalistic setting. In a between-subjects design children either saw representational pictures with speech or representational pictures with text. Retention and transfer knowledge was tested at three moments: immediately after the intervention, one day after, and after one week. The present study did not find any evidence for a modality effect in children when the lesson is learner-paced. Instead, we found a reversed modality effect directly after the intervention for retention. A reversed modality effect was also found for the transfer questions one day later. This effect was robust, even when controlling for individual differences.
External Publication Status:published
Document Type:Article
Communicated by:Karin Kastens
Affiliations:MPI für Psycholinguistik
External Affiliations:External Organizations
Identifiers:LOCALID:escidoc:101944
DOI:10.1111/j.1365-2729.2009.00335.x
URL:http://pubman.mpdl.mpg.de/pubman/item/escidoc:1019...
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