Exploring the Instructional Conditions for a Reverse Modality Effect in Multimedia Instruction

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Cheon, J., Crooks, S., Inan, F., Flores, R. & Ari, F. (2011). Exploring the Instructional Conditions for a Reverse Modality Effect in Multimedia Instruction. Journal of Educational Multimedia and Hypermedia, 20(2), 117-133. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/36045.

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Journal Information

Journal of Educational Multimedia and Hypermedia
ISSN 1055-8896
Volume 20, Issue 2, June 2011
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JEMH

Authors

Jongpil Cheon, Steven Crooks, Fethi Inan, Raymond Flores, Fatih Ari, Texas Tech University, United States

Abstract

This study explored the causes of the reverse modality effect when learning from multimedia instruction. Participants were randomly assigned to one of two groups (visual text or spoken text). The findings revealed a reverse modality effect wherein that those studying visual text outperformed those studying spoken text on three assessments. Further investigation revealed significant differences in text access frequency, but not mental effort, between the two groups. This study provides theoretical support for establishing the boundaries of the modality effect, as well as extending the literature on possible causes for the reverse modality effect.

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