Does the Modality Principle for Multimedia Learning Apply to Science Classrooms?

Autor/inn/en	Harskamp, Egbert G.; Mayer, Richard E.; Suhre, Cor
Titel	Does the Modality Principle for Multimedia Learning Apply to Science Classrooms?
Quelle	In: Learning and Instruction, 17 (2007) 5, S.465-477 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2007.09.010
Schlagwörter	Secondary School Science; Multimedia Instruction; Science Instruction; Biology; High School Students; Learning Modalities; Foreign Countries; Visual Stimuli; Auditory Stimuli; Teaching Methods; Time Factors (Learning); Cognitive Processes; Learning Theories; Illustrations; Computer Assisted Instruction; Netherlands + Suchen Sie Ihr Suchwort? Multimediales Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernumgebung; Ausland; Auditive Stimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Learning theory; Lerntheorie; Bildliche Darstellung; Computer based training; Computerunterstützter Unterricht; Niederlande
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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10