Modality effects in multimedia learning: A case study

Abstract

According to the cognitive theory of multimedia learning, when presenting a multimedia explanation, the words should be presented auditory rather than visually. The current research was designed to investigate whether the modality effect applied to learning of an Operating System Concept topic in Computer Science In a series of two experimental studies, a total of 35 students took part in this experiment where these students were divided into two groups. The first group learned the module containing materials with animation and narration. The second group of students viewed materials with animation and text. Participants were in their first year of tertiary education. A test on recall and transfer of knowledge was given to the participants after viewing the treatment. The effects of modality on students learning and understanding is highlighted and discussed.