TY - JOUR

T1 - Does modality play a role? Visual-verbal cognitive style and multimedia learning

AU - Koć-Januchta, Marta M.

AU - Höffler, Tim N.

AU - Eckhardt, Marc

AU - Leutner, Detlev

N1 - This work was supported by the German Research Foundation (grant no. HO 4303/6-1).

PY - 2019/12/1

Y1 - 2019/12/1

N2 - The study presented in this paper aimed to examine the effect of visual and verbal cognitive style on learning from different types of visualization and modalities of explanatory text. Learning materials in the form of either computer-based animation or a series of static pictures with written or spoken explanations were presented to 197 students. We found that a more developed visual cognitive style was related to a better learning outcome, when learning from a combination of static pictures and written text. Higher developed visualizers achieved poorer learning outcomes when learning with an animation and written text. The results are partially in line with an ability-as-compensator effect and the expertise reversal effect. Additionally, we found a modality effect as the versions with spoken text provided better results on learning outcome than the versions with written text regardless of the prominence of visual cognitive style. No significant interaction effects were found regarding verbal cognitive style.

AB - The study presented in this paper aimed to examine the effect of visual and verbal cognitive style on learning from different types of visualization and modalities of explanatory text. Learning materials in the form of either computer-based animation or a series of static pictures with written or spoken explanations were presented to 197 students. We found that a more developed visual cognitive style was related to a better learning outcome, when learning from a combination of static pictures and written text. Higher developed visualizers achieved poorer learning outcomes when learning with an animation and written text. The results are partially in line with an ability-as-compensator effect and the expertise reversal effect. Additionally, we found a modality effect as the versions with spoken text provided better results on learning outcome than the versions with written text regardless of the prominence of visual cognitive style. No significant interaction effects were found regarding verbal cognitive style.

KW - ability-as-compensator effect

KW - animation

KW - cognitive style

KW - modality effect

KW - static pictures

KW - visualizer

KW - Psychology

UR - http://www.scopus.com/inward/record.url?scp=85069819674&partnerID=8YFLogxK

U2 - 10.1111/jcal.12381

DO - 10.1111/jcal.12381

M3 - Journal articles

AN - SCOPUS:85069819674

VL - 35

SP - 747

EP - 757

JO - Journal of Computer Assisted Learning

JF - Journal of Computer Assisted Learning

SN - 0266-4909

IS - 6

ER -