In:
Zeitschrift für Pädagogische Psychologie, Hogrefe Publishing Group, Vol. 25, No. 4 ( 2011-09), p. 211-220
Abstract:
Abstract.The modality effect in multimedia learning suggests that pictures presented together with spoken text lead to better learning outcomes than pictures presented together with written text. Although the modality effect has been demonstrated in a number of empirical studies, there is an emerging body of evidence that speaks against its universal validity. Rather, it might occur only when specific boundary conditions are given. Therefore, the aim of the current special issue is to offer a platform to publish studies that contribute to identifying these possible boundary conditions. In the introduction to this special issue, firstly a context for the articles of the special issue is provided by describing in more detail the theoretical framework for the modality effect that can be used to derive different explanations for its occurrence. Secondly, because the studies reported in this special issue failed to observe the modality effect when according to the theoretical framework and the pre-existing empirical evidence a modality effect had to be expected, problems associated with interpreting null effects are discussed. Thirdly, the main findings of each of the contributing articles are discussed. Overall, the studies presented in this special issue indicate that the modality effect is not as ubiquitous as one might assume. Hence, the modality principle, that is the recommendation to use narrated rather than written multimedia presentations, should be considered with care.
Type of Medium:
Online Resource
ISSN:
1010-0652
,
1664-2910
DOI:
10.1024/1010-0652/a000046
Language:
German
Publisher:
Hogrefe Publishing Group
Publication Date:
2011
detail.hit.zdb_id:
622972-4
detail.hit.zdb_id:
2076176-4
SSG:
5,2
SSG:
5,3
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