کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
351059 618462 2013 12 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Is spoken text always better? Investigating the modality and redundancy effect with longer text presentation
موضوعات مرتبط
مهندسی و علوم پایه مهندسی کامپیوتر نرم افزارهای علوم کامپیوتر
پیش نمایش صفحه اول مقاله
Is spoken text always better? Investigating the modality and redundancy effect with longer text presentation
چکیده انگلیسی

The reported study investigated the influence of longer text presentation on the modality and the redundancy effect. In particular, the auditory-recency-effect explanation, which predicts that both effects should disappear when longer texts are presented, was tested against the text-processing explanation, which predicts that both effects should even reverse if text-processing strategies can be applied.In Experiment 1, a 2 × 2 between-subject design with animation presentation (yes vs. no) and text modality (written vs. spoken) was used (N = 81). In line with the auditory-recency-effect explanation text modality did not influence learning outcomes. Moreover, animations facilitated transfer performance due to reduced cognitive effort.In Experiment 2, a 2 × 3 between-subject design with pacing (system-paced vs. learner-paced) and text modality (written vs. spoken vs. written and spoken) was used (N = 122). Again, text modality did not influence learning outcomes regardless of whether the learning environment was learner- or system-paced, supporting the auditory-recency-effect explanation. The analysis of log-files, however, indicated that learners within the learner-paced condition with written text replayed the single text segments more often; moreover, replaying segments was positively correlated with learning outcomes. Thus, processing written text more intensively was associated with better learning outcomes, which supports the text-processing explanation.


► Investigation of the multimedia design principles with longer text presentation.
► In Experiment 1 no modality but a multimedia effect was observed.
► The multimedia effect was due to reduced difficulty with animation presentation.
► In Experiment 2 no multimedia effects occurred with system or learner pacing.
► Replaying written text segments was associated with better learning outcomes.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Computers in Human Behavior - Volume 29, Issue 4, July 2013, Pages 1590–1601
نویسندگان
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