Learning from animations and computer simulations : Modality and reverse modality effects

• Published in: British journal of educational technology Vol. 52; no. 1; pp. 304 - 317
• Main Authors: Liu, Tzu‐Chien, Lin, Yi‐Chun, Hsu, Chih‐Yi, Hsu, Chung‐Yuan, Paas, Fred
• Format: Journal Article
• Language: English
• Published: Coventry Wiley 01.01.2021; Blackwell Publishing Ltd
• Subjects: Animation; Cognitive Ability; Cognitive load theory; Cognitive Processes; Computer Simulation; Difficulty Level; Electronic Learning; Graphical representations; Guidance; Learning; Learning environment; Learning Modalities; Modality effect; Multimedia; Multimedia Instruction; Multimedia Materials; Multimedia teaching; Oral Language; Simulation; Written Language
• ISSN: 0007-1013; 1467-8535
• DOI: 10.1111/bjet.12996

Although a modality effect indicating better learning from an animation with spoken learning guidance than from an animation with written learning guidance has often been found in research on learning from animation, the effect has hardly been investigated for learning from computer simulation. This study examined the interaction effects between the multimedia types of animation and computer simulation, and the presentation modes of written and spoken learning guidance. Based on cognitive load theory and the specific characteristics of the multimedia types it was hypothesized that a modality effect would be replicated in the animation condition and a reverse modality effect would be found in the simulation condition. Results partially supported the hypotheses, indicating that participants learned more from animation when it was accompanied with spoken text, and from a simulation when it was accompanied with written text. However, no effect was found for cognitive load. Based on the results, spoken text is recommended to be used to guide learners in animations assisted learning environments, and written text is recommended to be used to guide learners in simulations assisted learning environments. [Author abstract]