Spoken–written advantages are larger for retention outcomes and multiple-choice test formats than for transfer or mixed formats¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i2 medium
Currency · newest study 2012 · checked against its sources 2026-10-15 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i2 The retention-only outcome showed a significantly larger effect (g = 0.53) than the transfer-only outcome (g = 0.01) and the mixed retention-and-transfer outcome (g = 0.11). → Adesope 2012 q3 i2 The multiple-choice objective test format was associated with a significantly larger effect (g = 0.63) than mixed test formats (g = 0.11). → Adesope 2012

Evidence¶

Adesope 2012¶

Adesope, O. O., & Nesbit, J. C. (2012). Verbal Redundancy in Multimedia Learning Environments: A Meta-Analysis. Journal of Educational Psychology. https://doi.org/10.1037/a0026147

q3 · i2 · quant-synthesis · r3

Moderator analysis of outcome constructs and test formats (Table 6): retention outcomes yielded Hedges's g = 0.53 versus g = 0.01 for transfer-only, and multiple-choice formats g = 0.63 versus g = 0.11 for mixed formats; both between-levels differences significant (QB = 21.84 and 29.52, p < .001).

"Post hoc analyses revealed that the retention-only outcome was associated with a significantly different and larger effect size ( g = 0.53) than was the transfer-only outcome ( g = 0.01) and mixed retention and transfer outcome (g = 0.11). Similarly, the multiple choice objec- tive test format was associated with a significantly different and larger effect size ( g = 0.63) than were mixed test formats ( g = 0.11)."

Discussion¶

Related Claims¶

• On-screen text that duplicates the narration of a diagram can hurt learning, but spoken–written redundancy is not harmful on average and helps over spoken-only presentation in some conditions — the general claim this finding bears on, with the studies behind it
• The classroom testing effect transfers to mismatched test formats, but consistent quiz–exam formats yield a significantly larger effect (g = 0.531 vs. g = 0.399). — related
• Nonsegmented spoken–written presentations show a larger advantage over spoken-only presentation than segmented ones — related
• Spoken–written advantages are larger for second-language and nonfluent first-language readers and for low prior knowledge learners — related
• Practice tests benefit retention (g = 0.63) and transfer (g = 0.53) outcomes without a significant difference between them — related
• Testing effects are stronger when practice and final test formats are identical (g = 0.63) than dissimilar (g = 0.53), supporting transfer-appropriate processing — related
• Short-answer (production) and multiple-choice (recognition) retrieval practice produce no statistically significant difference in undergraduates' reading comprehension on a final MCQ test — related
• Misalignment between learning-strategy modality and test modality can mask or distort the detected benefits of drawing — related