کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
351059 | 618462 | 2013 | 12 صفحه PDF | دانلود رایگان |

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.
Journal: Computers in Human Behavior - Volume 29, Issue 4, July 2013, Pages 1590–1601