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Short-term and long-term modality effects in a learner-paced vs. system-paced multimedia lesson for children

Niebeek, M.G.A (2018) Short-term and long-term modality effects in a learner-paced vs. system-paced multimedia lesson for children.

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Abstract:The modality effect holds that presenting information in audiovisual presentations provokes better learning outcomes than presenting it in visual-only presentations, because of an overload in working memory for the visual-only presentations. The present study investigated the effect of mode (audiovisual vs. visual-only) and pace (learner-paced vs. system-paced) of a multimedia presentation on children’s retention and transfer. A group of 275 children from 5th and 6th grade of Dutch primary schools was randomly divided into four groups (system-paced audiovisual; system-paced visual-only; learner-paced audiovisual; learner-paced visual-only). They were tested for retention and transfer immediately after the lesson. Delayed retention and transfer was tested one day after the lesson. The present study revealed an interaction between mode and pace, suggesting a modality effect on retention when lessons were system-paced, and a reversed modality effect on retention when lessons were learner-paced. However, follow-up analyses did not show any significant differences between the modes in the two pace-conditions; a modality effect and reversed modality effect was not found. Auditory working memory did show a modality effect over time, in the sense that more forgetting took place in children with higher auditory working memory in the audiovisual compared to the visual-only condition. It can be concluded that in order to evaluate modality effects, working memory should be taken into account.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology, 81 education, teaching
Programme:Psychology MSc (66604)
Link to this item:http://purl.utwente.nl/essays/75004
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