메뉴 건너뛰기




Volumn 25, Issue 4, 2011, Pages 257-267

Does the modality effect in multimedia learning appear only with text containing spatial information?

Author keywords

Modality effect; Multimedia learning; Spatial text information; Working memory

Indexed keywords


EID: 80054678705     PISSN: 10100652     EISSN: None     Source Type: Journal    
DOI: 10.1024/1010-0652/a000050     Document Type: Article
Times cited : (14)

References (47)
  • 1
    • 0026554483 scopus 로고
    • Working memory
    • Baddeley, A. D. (1992). Working memory. Science, 255, 556-559.
    • (1992) Science , vol.255 , pp. 556-559
    • Baddeley, A.D.1
  • 3
    • 59049088701 scopus 로고    scopus 로고
    • Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load?
    • Cierniak, G., Scheiter, K. & Gerjets, P. (2009). Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? Computers in Human Behavior, 25, 315-324.
    • (2009) Computers in Human Behavior , vol.25 , pp. 315-324
    • Cierniak, G.1    Scheiter, K.2    Gerjets, P.3
  • 4
    • 0009447649 scopus 로고    scopus 로고
    • Learning from Texts or Lectures: Loci Mnemonics can Interfere with Reading but not with Listening
    • De Beni, R., & Moè, A. (1997). Learning from texts or lectures: Loci mnemonics can interfere with reading but not with listening. European Journal of Cognitive Psychology, 9, 401-415. (Pubitemid 127442070)
    • (1997) European Journal of Cognitive Psychology , vol.9 , Issue.4 , pp. 401-415
    • De Beni, R.1    Moe, A.2    Cornoldi, C.3
  • 6
    • 0032781871 scopus 로고    scopus 로고
    • Pattern span: A tool for unwelding visuo-spatial memory
    • DOI 10.1016/S0028-3932(98)00159-6, PII S0028393298001596
    • Della Sala, S., Gray, C., Baddeley, A., Allamano, N. & Wilson, L. (1999). Pattern spans: A tool for unwelding visuo-spatial memory. Neuropsychologia, 37, 1189-1199. (Pubitemid 29376476)
    • (1999) Neuropsychologia , vol.37 , Issue.10 , pp. 1189-1199
    • Della Sala, S.1    Gray, C.2    Baddeley, A.3    Allamano, N.4    Wilson, L.5
  • 7
    • 33646861632 scopus 로고    scopus 로고
    • Visuospatial working memory and the processing of spatial descriptions
    • DOI 10.1348/000712605X67484
    • Deyzack, E., Logie, R. H. & Denis, M. (2006). Visuospatial work ing memory and the processing of spatial description. British Journal of Psychology, 97, 217-243. (Pubitemid 43781323)
    • (2006) British Journal of Psychology , vol.97 , Issue.2 , pp. 217-243
    • Deyzac, E.1    Logie, R.H.2    Denis, M.3
  • 8
    • 84901543947 scopus 로고    scopus 로고
    • Multimedia learning and working memory capacity
    • R. Zheng (Ed.), London: Premier Reference Source
    • Doolittle, P. E., Terry, K. P. & Mariano, G. J. (2009). Multimedia learning and working memory capacity. In R. Zheng (Ed.), Cognitive effects of multimedia learning (pp. 17-33). London: Premier Reference Source.
    • (2009) Cognitive Effects of Multimedia Learning , pp. 17-33
    • Doolittle, P.E.1    Terry, K.P.2    Mariano, G.J.3
  • 9
  • 10
    • 8744294765 scopus 로고    scopus 로고
    • Children's and adults' recall of children's news stories in both print and audio-visual presentation modalities
    • DOI 10.1002/acp.777
    • Furnham, A., de Siena, S. & Gunter, B. (2002). Children's and adults recall of children's news stories in both print and audiovisual presentation modalities. Applied Cognitive Psychology, 16, 191-210. (Pubitemid 39517179)
    • (2002) Applied Cognitive Psychology , vol.16 , Issue.2 , pp. 191-210
    • Furnham, A.1    De Siena, S.2    Gunter, B.3
  • 11
    • 59049107418 scopus 로고    scopus 로고
    • Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior
    • Gerjets, P., Scheiter, K., Opfermann, M., Hesse, F. W. & Eysink, T. H. S. (2009). Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior. Computers in Human Behavior, 25, 360-370.
    • (2009) Computers in Human Behavior , vol.25 , pp. 360-370
    • Gerjets, P.1    Scheiter, K.2    Opfermann, M.3    Hesse, F.W.4    Eysink, T.H.S.5
  • 12
    • 24744442809 scopus 로고    scopus 로고
    • Meta-analysis of the modality effect
    • DOI 10.1016/j.learninstruc.2005.07.001, PII S0959475205000459
    • Ginns, P. (2005). Meta-analysis of the modality effect. Learning & Instruction, 15, 313-331. (Pubitemid 41288290)
    • (2005) Learning and Instruction , vol.15 , Issue.4 , pp. 313-331
    • Ginns, P.1
  • 14
    • 42449092814 scopus 로고    scopus 로고
    • The role of working memory components in multimedia comprehension
    • DOI 10.1002/acp.1411
    • Gyselinck, V., Jamet, E. & Dubois, V. (2008). The role of working memory components in multimedia comprehension. Applied Cognitive Psychology, 22, 353-374. (Pubitemid 351560009)
    • (2008) Applied Cognitive Psychology , vol.22 , Issue.3 , pp. 353-374
    • Gyselinck, V.1    Jamet, E.2    Dubois, V.3
  • 15
    • 36049009087 scopus 로고    scopus 로고
    • Does the modality principle for multimedia learning apply to science classrooms?
    • Harskamp, E., Mayer, R. E., Suhre, C., & Jansma, J. (2007). Does the modality principle for multimedia learning apply to science classrooms? Learning and Instruction, 17, 465-477.
    • (2007) Learning and Instruction , vol.17 , pp. 465-477
    • Harskamp, E.1    Mayer, R.E.2    Suhre, C.3    Jansma, J.4
  • 16
    • 71749108199 scopus 로고    scopus 로고
    • The use of eye movements in the study of multimedia learning
    • Hyönä, J. (2010). The use of eye movements in the study of multimedia learning. Learning and Instruction, 20, 172-176.
    • (2010) Learning and Instruction , vol.20 , pp. 172-176
    • Hyönä, J.1
  • 17
    • 4444232120 scopus 로고    scopus 로고
    • Three turtles in danger: Spontaneous construction of causally relevant spatial situation models
    • DOI 10.1037/0278-7393.30.5.969
    • Jahn, G. (2004). Three turtles in danger: Spontaneous construction of causally relevant spatial situation models. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 969-987. (Pubitemid 39210012)
    • (2004) Journal of Experimental Psychology: Learning Memory and Cognition , vol.30 , Issue.5 , pp. 969-987
    • Jahn, G.1
  • 18
    • 0001537101 scopus 로고    scopus 로고
    • The role of visual indicators in dual sensory mode instruction
    • Jeung, H., Chandler, P. & Sweller, J. (1997). The role of visual indicators in dual sensory mode instruction. Educational Psychology, 17, 329-343.
    • (1997) Educational Psychology , vol.17 , pp. 329-343
    • Jeung, H.1    Chandler, P.2    Sweller, J.3
  • 19
    • 0034144894 scopus 로고    scopus 로고
    • Incorporating learner experience into the design of multimedia instruction
    • Kalyuga, S., Chandler, P. & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 126-136.
    • (2000) Journal of Educational Psychology , vol.92 , pp. 126-136
    • Kalyuga, S.1    Chandler, P.2    Sweller, J.3
  • 20
    • 38849111385 scopus 로고    scopus 로고
    • Welchen einfluss haben präsentationsmodalität und repräsentationsmodalität auf die kognitive verarbeitung von text mit bildern
    • Kürschner, C., Schnotz, W. & Eid, M. (2007). Welchen Einfluss haben Präsentationsmodalität und Repräsentationsmodalität auf die kognitive Verarbeitung von Text mit Bildern. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 39, 70-83.
    • (2007) Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie , vol.39 , pp. 70-83
    • Kürschner, C.1    Schnotz, W.2    Eid, M.3
  • 22
    • 80051804091 scopus 로고    scopus 로고
    • Cognitive load theory, modality of presentation and the transient information effect
    • (Accessed on 23 Feb. 2011)
    • Leahy, W. & Sweller, J. (2011). Cognitive load theory, modality of presentation and the transient information effect. Applied Cognitive Psychology. http://onlinelibrary.wiley.com/ doi/10.1002/acp.1787/pdf (Accessed on 23 Feb. 2011).
    • (2011) Applied Cognitive Psychology
    • Leahy, W.1    Sweller, J.2
  • 25
    • 77956719874 scopus 로고
    • Visuo-spatial working memory: Visuo, spatial or central executive?
    • R. H. Logie & M. Denis (Eds.), Amsterdam: North-Holland
    • Logie, R. H. & Marchetti, H. (1991). Visuo-spatial working memory: Visuo, spatial or central executive? In R. H. Logie & M. Denis (Eds.), Images in human cognition (pp.105-117). Amsterdam: North-Holland.
    • (1991) Images in human cognition , pp. 105-117
    • Logie, R.H.1    Marchetti, H.2
  • 26
    • 0003781450 scopus 로고    scopus 로고
    • Cambridge: Cambridge University Press
    • Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge University Press.
    • (2001) Multimedia Learning
    • Mayer, R.E.1
  • 27
    • 0003781450 scopus 로고    scopus 로고
    • Second Edition. Cambridge: Cambridge University Press
    • Mayer, R. E. (2009). Multimedia learning. Second Edition. Cambridge: Cambridge University Press.
    • (2009) Multimedia Learning
    • Mayer, R.E.1
  • 28
    • 0032396526 scopus 로고    scopus 로고
    • A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory
    • Mayer, R. E. & Moreno R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90, 312-320.
    • (1998) Journal of Educational Psychology , vol.90 , pp. 312-320
    • Mayer, R.E.1    Moreno, R.2
  • 29
    • 33745311157 scopus 로고    scopus 로고
    • Does the modality principle hold for different media? A test of the method-affects-learning hypothesis
    • DOI 10.1111/j.1365-2729.2006.00170.x
    • Moreno, R. (2006). Does the modality principle hold for different media? A test of the method-affects-learning hypothesis. Journal of Computer Assisted Learning, 22, 149-158. (Pubitemid 43937507)
    • (2006) Journal of Computer Assisted Learning , vol.22 , Issue.3 , pp. 149-158
    • Moreno, R.1
  • 30
    • 0000606137 scopus 로고    scopus 로고
    • The case for social agency in computer based multimedia learning: Do students learn more deeply when they interact with animated pedagogical agents?
    • Moreno, R., Mayer, R. E., Spires, H. A. & Lester, J. C. (2001). The case for social agency in computer based multimedia learning: Do students learn more deeply when they interact with animated pedagogical agents? Cognition and Instruction, 19, 177-214.
    • (2001) Cognition and Instruction , vol.19 , pp. 177-214
    • Moreno, R.1    Mayer, R.E.2    Spires, H.A.3    Lester, J.C.4
  • 31
  • 33
    • 13844271275 scopus 로고    scopus 로고
    • SPSS and SAS procedures for estimating indirect effects in simple mediation models
    • Preacher, K. J. & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments & Computers, 36, 717-731. (Pubitemid 40251423)
    • (2004) Behavior Research Methods, Instruments, and Computers , vol.36 , Issue.4 , pp. 717-731
    • Preacher, K.J.1    Hayes, A.F.2
  • 35
    • 77956444480 scopus 로고    scopus 로고
    • What causes the modality effect in multimedia learning? Testing a specification of the modality assumption
    • Rummer, R., Schweppe, J., Fürstenberg, A., Seufert, T. & Brünken, R. (2010). What causes the modality effect in multimedia learning? Testing a specification of the modality assumption. Applied Cognitive Psychology, 24, 164-176.
    • (2010) Applied Cognitive Psychology , vol.24 , pp. 164-176
    • Rummer, R.1    Schweppe, J.2    Fürstenberg, A.3    Seufert, T.4    Brünken, R.5
  • 36
    • 80054685386 scopus 로고    scopus 로고
    • Does animation amplify the modality effect - Or is there any modality effect at all?
    • Schmidt-Weigand, F. (2011). Does animation amplify the modality effect - or is there any modality effect at all? Zeitschrift für Pädagogische Psychologie, 25, 245-256.
    • (2011) Zeitschrift für Pädagogische Psychologie , vol.25 , pp. 245-256
    • Schmidt-Weigand, F.1
  • 37
    • 71749108389 scopus 로고    scopus 로고
    • A closer look at split visual attention in system- and self-paced instruction in multimedia learning
    • Schmidt-Weigand, F., Kohnert, A. & Glowalla, U. (2010). A closer look at split visual attention in system- and self-paced instruction in multimedia learning. Learning and Instruction, 20, 100-110.
    • (2010) Learning and Instruction , vol.20 , pp. 100-110
    • Schmidt-Weigand, F.1    Kohnert, A.2    Glowalla, U.3
  • 39
    • 83555173192 scopus 로고    scopus 로고
    • Explaining the modality effect in multimedia learning: Is it due to a lack of temporal contiguity with written text and pictures?
    • (in press)
    • Schüler, A., Scheiter, K., Rummer, R. & Gerjets, P. (in press). Explaining the modality effect in multimedia learning: Is it due to a lack of temporal contiguity with written text and pictures? Learning and Instruction.
    • Learning and Instruction
    • Schüler, A.1    Scheiter, K.2    Rummer, R.3    Gerjets, P.4
  • 41
    • 42449149927 scopus 로고    scopus 로고
    • Cognitive processes in children's multimedia text learning
    • DOI 10.1002/acp.1413
    • Segers, E., Verhoeven, L. & Hulstijn-Hendrikse, N. (2008). Cognitive processes in children's multimedia text learning. Applied Cognitive Psychology, 22, 375-387. (Pubitemid 351560010)
    • (2008) Applied Cognitive Psychology , vol.22 , Issue.3 , pp. 375-387
    • Segers, E.1    Verhoeven, L.2    Hulstijn-Hendrikse, N.3
  • 43
    • 3843084515 scopus 로고    scopus 로고
    • Unpublished Dissertation, Open University of the Netherlands, Heerlen. Retrieved December 16, 2004 from the World Wide Web
    • Tabbers, H. K. (2002). The modality of text in multimedia instructions - refining the design guidelines. Unpublished Dissertation, Open University of the Netherlands, Heerlen. Retrieved December 16, 2004 from the World Wide Web: http://www.ou.nl/Docs/Expertise/OTEC/Publicaties/huib%20tabbers/ doctoral%20dissertation%20Huib%20Tabbers%20-%20web%20version.pdf.
    • (2002) The Modality of Text in Multimedia Instructions - Refining the Design Guidelines
    • Tabbers, H.K.1
  • 44
    • 80054688221 scopus 로고    scopus 로고
    • Where did the modality principle in multimedia learning go? A double replication failure that questions both theory and practical use
    • Tabbers, H. K. & van der Spoel, W. (2011). Where did the modality principle in multimedia learning go? A double replication failure that questions both theory and practical use. Zeitschrift für Pädagogische Psychologie, 25, 221-230.
    • (2011) Zeitschrift für Pädagogische Psychologie , vol.25 , pp. 221-230
    • Tabbers, H.K.1    Van Der Spoel, W.2
  • 45
    • 0000253910 scopus 로고
    • Spatial mental models derived from survey and route descriptions
    • Taylor. A. & Tversky, B. (1992). Spatial mental models derived from survey and route descriptions. Journal of Memory and Language, 31, 261-292.
    • (1992) Journal of Memory and Language , vol.31 , pp. 261-292
    • Taylor, A.1    Tversky, B.2
  • 47
    • 4344573868 scopus 로고    scopus 로고
    • Visual search is slowed when visuospatial working memory is occupied
    • Woodman, G. F. & Luck, S. J. (2004). Visual search is slowed when visuospatial working memory is occupied. Psychonomic Bulletin and Review, 11, 269-274. (Pubitemid 39436169)
    • (2004) Psychonomic Bulletin and Review , vol.11 , Issue.2 , pp. 269-274
    • Woodman, G.F.1    Luck, S.J.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.