Within-subjects designs also show a moderate-to-large modality effect (d = 0.73)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q2·i2medium
Currency · newest study 2005 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i2 Across four within-subjects experiments, the weighted mean standardised mean gain of audio-visual over visual-only presentation was d = 0.73, with homogeneous effects. → Ginns 2005
Evidence¶
Ginns 2005¶
Ginns, P. (2005). Meta-analysis of the modality effect. Learning and Instruction, 15(4), 313-331. https://doi.org/10.1016/j.learninstruc.2005.07.001
q2 · i2 · quant-synthesis · r2
Meta-analysis of four within-subjects design effects from two published journal articles (Brünken et al., 2002, 2004), representing 40 students, using secondary-task and comprehension-test results under system-paced conditions.
"The overall weighted mean standardised mean gain of audio-visual over visual-only presentation was moderate to large, d = 0.73 (95% confidence interval 0.50 - 0.97), and the homogeneity statistic was not significant, Q = 0.93, df = 3, p = 0.817"
Discussion¶
Related Claims¶
- Presentation pacing moderates the modality effect: large under system-paced conditions and not significant under self-paced conditions, where it may disappear or reverse — related
- Graphics with spoken text outperform graphics with printed text for learning (overall modality effect, d = 0.72) — related
- The review reports that the modality effect reverses with expertise: audio-visual presentations helped inexperienced learners, but after further training a diagram-only condition showed a substantial advantage — related
- In one meta-analysis, modality-effect studies using virtual reality head-mounted displays show larger effects than studies using computer screens or audio-tapes — related
- Dual-mode (auditory plus visual) presentation of worked examples enhances subsequent problem-solving efficiency, except under high visual-search conditions without attention cues — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
modality-effect-within-subjects-d073 |
title |
Within-subjects designs also show a moderate-to-large modality effect (d = 0.73) |
description |
Within-subjects designs also show a moderate-to-large modality effect (d = 0.73) |
status |
review |
evidence_strength |
weak |
newest_evidence |
2005 |
generated |
by process:wiki-ingest on 2026-10-13 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ginns-2005 |
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