Long-term modality effect in multimedia learning

Ruf, Alessia and Seckler, Mirjam and Opwis, Klaus. (2014) Long-term modality effect in multimedia learning. In: Proceedings of the 8th Nordic Conference on Human-Computer Interaction : fun, fast, foundational ; Helsinki, Finland - October 26 - 30, 2014. New York, NY, pp. 963-966.

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Official URL: http://edoc.unibas.ch/dok/A6319296

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Cognitive theories of multimedia are seeking the best way of creating materials to enhance learning outcomes. The so-called modality effect accords that learning outcomes are better if visual material such as images is presented together with auditory rather than with visual information such as text. However, previous research on this effect is conflicting. There is also some evidence that the modality effect can be reversed if the learning environment is self-paced. Finally, there is little research about the modality effect over time, and its impact on long-term memory. There is a lack of studies comparing multimodal learning in a system-paced as well as in a self-paced environment over time. Therefore, the aim of this study is (1) to compare auditory and visual learning conditions, (2) to examine the relationship between self- and system-paced learning time, and (3) to analyze the modality effect over time (immediate and after one week).
Faculties and Departments:07 Faculty of Psychology > Departement Psychologie > Society & Choice > Allgemeine Psychologie und Methodologie (Opwis)
UniBasel Contributors:Opwis, Klaus and Seckler, Mirjam
Item Type:Conference or Workshop Item, refereed
Conference or workshop item Subtype:Conference Paper
Note:Publication type according to Uni Basel Research Database: Conference paper
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Last Modified:05 Jun 2015 08:53
Deposited On:05 Jun 2015 08:53

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