When two sensory modes are better than one

Author(s): Chandler, P., Sweller, J.

Journal/Book: J Exp Psychol Applied. 1997; 3: 750 First St NE, Washington, DC 20002-4242. Amer Psychological Assoc. 257-287.

Abstract: It is hypothesized that instructional materials that use dual-mode presentation techniques (e.g., auditory text and visual diagrams) can result in superior learning to equivalent, single-modality formats (e.g., visual text and visual diagrams). This modality effect may be attributed to an effective expansion of working memory. The authors explore the effect from a cognitive-load perspective. Using a variety of instructional materials, the authors found in 3 experiments that participants studying materials incorporating audio text and visual diagrams or tables performed better than those studying a conventional, visual-only format. These results were obtained only for instructions with a high intellectual content. In light of these findings, the central role of cognitive load in instructional design is highlighted, and the implications for multimedia instruction are discussed.

Note: Article Sweller J, Univ New S Wales, Sch Educ Studies, Sydney, NSW 2052, AUSTRALIA

Keyword(s): COGNITIVE-LOAD APPROACH; INFORMATION INTEGRATION; WORKED EXAMPLES; ATTENTION; WORDS; INSTRUCTION; ACQUISITION; HYPOTHESIS; DISPLAY; MEMORY

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