Journalartikel

Jahr der Veröffentlichung: 2010

Seiten: 226-237

Zeitschrift: Applied Cognitive Psychology

Bandnummer: 24

Heftnummer: 2

ISSN: 0888-4080

eISSN: 1099-0720

DOI Link: https://doi.org/10.1002/acp.1554

Verlag: Wiley

Abstract: 
The Study examined viewing behaviour and learning Outcome during multimedia learning in order to explore split-attention processes in modality and spatial contiguity effects. Fourty students viewed a computer instruction depicting the process of lightning. Exploratory text was spoken, written near or written far from accompanying animations. Students who received spoken text Outperformed students who received written text in recalling the major steps (retention) and in identifying correct solutions to problems (transfer), replicating a modality effect. Differences between near and far written text presentation in retention (d = 0.51) and transfer (d = 0.68) tests failed statistical significance. Two major characteristics concerning the learners' viewing behaviour were identified: (a) in written text presentation.,learning was largely text directed and (b) learning success was related to the time learners' spent looking at animations, indicating that the processing of animations is a crucial factor in explanations of modality and spatial contiguity effects. Copyright (C) 2009 John Wiley & Soils, Ltd.

Harvard-Zitierstil: Schmidt-Weigand, F., Kohnert, A. and Glowalla, U. (2010) Explaining the Modality and Contiguity Effects: New Insights From Investigating Students' Viewing Behaviour, Applied Cognitive Psychology, 24(2), pp. 226-237. https://doi.org/10.1002/acp.1554

APA-Zitierstil: Schmidt-Weigand, F., Kohnert, A., & Glowalla, U. (2010). Explaining the Modality and Contiguity Effects: New Insights From Investigating Students' Viewing Behaviour. Applied Cognitive Psychology. 24(2), 226-237. https://doi.org/10.1002/acp.1554