Does the modality principle for multimedia learning apply to science classrooms? |
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| Institution: | 1. Maastricht University, Department of Educational Development & Research and Graduate School of Health Professions Education, P.O. Box 616, 6200 MD Maastricht, The Netherlands;2. Erasmus University Rotterdam, Department of Psychology, P.O. Box 1783, 3000 DR Rotterdam, The Netherlands;3. Kent State University, Department of Psychology, P.O. Box 5190, Kent, OH 44242-0001, USA |
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| Abstract: | This study demonstrated that the modality principle applies to multimedia learning of regular science lessons in school settings. In the first field experiment, 27 Dutch secondary school students (age 16–17) received a self-paced, web-based multimedia lesson in biology. Students who received lessons containing illustrations and narration performed better on subsequent transfer tests than did students who received lessons containing illustrations and on-screen text. In the second field experiment, 55 Dutch secondary school students (age 16–17) received similar multimedia programs that allowed more self-pacing and required students to record the time to learn. The illustrations-and-narration group outperformed the illustrations-and-text group on subsequent transfer tests for students who required less time to learn but not for students who required more time to learn. The interaction of learning time spent with modality of presentation on post-test scores was studied. Implications for testing of the robustness of cognitive theory of multimedia learning are discussed. |
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