Colorful bouquets in multimedia research: A closer look at the modality effect.

Autor/in	Schnotz, Wolfgang
Titel	Colorful bouquets in multimedia research: A closer look at the modality effect.
Quelle	In: Zeitschrift für pädagogische Psychologie, 25 (2011) 4, S. 269-276Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1010-0652; 1664-2910
DOI	10.1024/1010-0652/a000055
Schlagwörter	Aufmerksamkeit; Kognitiver Prozess; Kurzzeitgedächtnis; Stimulusparameter; Multimedia; Lernen; Unterrichtsmedien; Hörverständnis; Leseverstehen
Abstract	The modality effect states that students learn better from multimedia instructional messages when the text is spoken rather than when it is written. The effect is considered as a derivate of the multimedia effect, because its rationale is to take full advantage of text-picture combinations by maximizing temporal contiguity of verbal and pictorial information in working memory and by minimizing negative effects of split attention. Accordingly, the modality effect is interrelated to other multimedia learning effects, interrelated to the degree of literacy, and interrelated to research on reading comprehension and listening comprehension. The modality effect is then analyzed in terms of sensorial and cognitive processing. The sensorial facet of split attention refers to the total amount of information transferred to working memory under severely limited time constraints. The cognitive facet of split attention refers to the simultaneous availability of verbal and pictorial information in working memory as part of a fleeting database for mental model construction. Other explanations can be derived from these facets. The modality effect turns out to be not a unitary effect based on a coherent set of causal relationships. Instead, it aggregates seemingly similar observations that are in fact based on different processing mechanisms. It seems that it can easily be suspended or changed to the opposite under specific conditions. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2012/2