Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
351059 | Computers in Human Behavior | 2013 | 12 Pages |
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.