Use audio-visual (spoken text with graphics) presentation for system-paced, high element interactivity instruction¶

Strategy · All strategies
Evidence · 5 claims (3 for, 2 mixed) · 4 studies (2 quant-synthesis, 1 causal, 1 review), q2–q3 · 2 of 4 report an effect size · 4 claims rest on one study

Description¶

The meta-analysis supports presenting textual information through an auditory mode while graphical information is presented visually, particularly when materials are system-paced and high in element interactivity. The author notes the strong observed effect under system-paced conditions "must be weighed against the additional cost of developing audio-visual instructional materials", and points to inexpensive implementation routes such as tape-recorded instructions and recorded comments in PowerPoint slideshows or Camstudio files stored on websites.

Design Implications¶

Context¶

Requirements¶

• Instructional materials high in element interactivity (e.g. science, mathematics with multiple interacting elements)
• System-paced presentation, where the pace is set by the timing of the audio-visual materials

Constraints¶

• The effect may disappear or reverse under self-paced conditions
• Learner expertise must be considered, as effects reversed as expertise increased in Kalyuga et al. (2000)
• Development of audio-visual materials carries additional cost that must be weighed against learning gains

Target Learners¶

• novice students in primary, secondary, technical and adult education studying complex materials

Target Learning Goals¶

• learning from graphics-based instructional materials accompanied by explanatory text

Affordances¶

• Cognitive Load Theory Modality Account

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 [+M]
• Graphics with spoken text outperform graphics with printed text for learning (overall modality effect, d = 0.72) [+M]
• Within-subjects designs also show a moderate-to-large modality effect (d = 0.73) [+M]
• Modality effect sizes differ across fields of study, with social science effects negative and science effects largest [~M]
• In one meta-analysis, modality-effect studies using virtual reality head-mounted displays show larger effects than studies using computer screens or audio-tapes [~M]

Related Strategies¶

• Multiple Ways to Perceive Information

Examples¶

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Key Sources¶

• 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