Does segmenting principle counteract modality principle in instructional animation?

This study investigated the segmenting and modality principles in instructional animation. Two segmentation conditions (active pause vs. passive pause) were presented in combination with two modality conditions (written text vs. spoken text). The results showed that the significant effect was found in relation to segmentation conditions, whereas the modality effect was not found. The groups with embedded questions (ie, active pause) between segments outperformed pause-only groups (ie, passive pause) on both recall and transfer tests regardless of the mode of text. The findings of the study imply that a stimulus (eg, testing occasion) would be more effective than only pauses between segments. [ABSTRACT FROM AUTHOR]

[1]  Wolfgang Schnotz,et al.  The Cambridge Handbook of Multimedia Learning: An Integrated Model of Text and Picture Comprehension , 2005 .

[2]  E. Erdfelder,et al.  Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses , 2009, Behavior research methods.

[3]  Béatrice S. Hasler,et al.  Learner Control, Cognitive Load and Instructional Animation , 2007 .

[4]  T. Gog,et al.  A Theoretical Analysis of How Segmentation of Dynamic Visualizations Optimizes Students' Learning , 2010 .

[5]  R. Mayer,et al.  Interactive Multimodal Learning Environments , 2007 .

[6]  J. Sweller.  Implications of Cognitive Load Theory for Multimedia Learning , 2005, The Cambridge Handbook of Multimedia Learning.

[7]  Robert K. Atkinson,et al.  Using animations and visual cueing to support learning of scientific concepts and processes , 2011, Comput. Educ..

[8]  John Sweller,et al.  The Modality Principle in Multimedia Learning , 2014, The Cambridge Handbook of Multimedia Learning.

[9]  Peter E. Doolittle,et al.  Multimedia learning and individual differences: Mediating the effects of working memory capacity with segmentation , 2009, Br. J. Educ. Technol..

[10]  Steven M. Crooks,et al.  Modality and cueing in multimedia learning: Examining cognitive and perceptual explanations for the modality effect , 2012, Comput. Hum. Behav..

[11]  R. Mayer,et al.  Nine Ways to Reduce Cognitive Load in Multimedia Learning , 2003 .

[12]  Richard E. Mayer,et al.  The Cambridge Handbook of Multimedia Learning: Cognitive Theory of Multimedia Learning , 2005 .

[13]  Fred Paas,et al.  Making instructional animations more effective: a cognitive load approach , 2007 .

[14]  Mary Hegarty,et al.  When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction. , 2005, Journal of experimental psychology. Applied.

[15]  Ok-choon Park,et al.  Selective use of animation and feedback in computer-based instruction , 1992 .

[16]  R. Mayer,et al.  When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? , 2001 .

[17]  N. Hari Narayanan,et al.  Multimedia design for communication of dynamic information , 2002, Int. J. Hum. Comput. Stud..

[18]  J. Sweller.  Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load , 2010 .

[19]  Barrie Gunter,et al.  Children's and adults' recall of children's news stories in both print and audio-visual presentation modalities , 2002 .

[20]  Tamara van Gog,et al.  An expertise reversal effect of segmentation in learning from animated worked-out examples , 2011, Comput. Hum. Behav..

[21]  R. Moreno,et al.  Does the modality principle hold for different media? A test of the method-affects-learning hypothesis , 2006, J. Comput. Assist. Learn..

[22]  F. Paas,et al.  Cognitive Load Theory and Instructional Design: Recent Developments , 2003 .

[23]  Richard E. Mayer,et al.  Multimedia learning in an interactive self-explaining environment: What works in the design of agent , 2003 .

[24]  H. Tabbers,et al.  Multimedia instructions and cognitive load theory: effects of modality and cueing. , 2004, The British journal of educational psychology.

[25]  Mary Hegarty,et al.  The Roles of Mental Animations and External Animations in Understanding Mechanical Systems , 2003 .

[26]  Lloyd P. Rieber,et al.  Animation, incidental learning, and continuing motivation , 1991 .

[27]  Barbara Tversky,et al.  Animation: can it facilitate? , 2002, Int. J. Hum. Comput. Stud..

[28]  R. Mayer,et al.  A Split-Attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory , 1998 .

[29]  J. Sweller,et al.  Reducing cognitive load by mixing auditory and visual presentation modes , 1995 .

[30]  R. Moreno.  Optimising learning from animations by minimising cognitive load: cognitive and affective consequences of signalling and segmentation methods , 2007 .

[31]  Lloyd P. Rieber,et al.  Using Computer Animated Graphics in Science Instruction with Children , 1990 .

[32]  Steven M. Crooks,et al.  Exploring the Instructional Conditions for a Reverse Modality Effect in Multimedia Instruction , 2011 .

[33]  Jean-Michel Boucheix,et al.  What animated illustrations conditions can improve technical document comprehension in young students? Format, signaling and control of the presentation , 2005 .

[34]  J. Sweller,et al.  Cognitive load theory, modality of presentation and the transient information effect. , 2011 .

[35]  Paul Ginns.  Meta-Analysis of the Modality Effect. , 2005 .