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The reverse modality effect: Examining student learning from interactive computer-based instruction
ARTICLE

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British Journal of Educational Technology Volume 46, Number 1, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley

Abstract

The purpose of this study was to explore the effects of modality on learning from multimedia instruction. This study utilized a factorial between-subject design to examine the effects of modality on student learning outcomes, study patterns and mental effort. An interactive computer-presented diagram was developed to teach the places of articulation in human speech. A total of 151 undergraduate students at a large southwestern university in USA participated in this study. Participants were randomly assigned to one of two modality conditions (ie, written text and spoken text). Data were obtained through surveys, student logs and knowledge tests. Findings revealed a reverse modality effect, wherein participants who studied with written text outperformed those who studied with spoken text.

Citation

Inan, F.A., Crooks, S.M., Cheon, J., Ari, F., Flores, R., Kurucay, M. & Paniukov, D. (2015). The reverse modality effect: Examining student learning from interactive computer-based instruction. British Journal of Educational Technology, 46(1), 123-130. Wiley. Retrieved September 17, 2019 from .