Does modality play a role? Visual-verbal cognitive style and multimedia learning
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Journal of Computer Assisted Learning, Jahrgang 35, Nr. 6, 01.12.2019, S. 747-757.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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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 -