Cognitive principles of multimedia learning: The role of modality and contiguity

Author(s): Mayer, R. E.

Journal/Book: J Educ Psychol. 1999; 91: 750 First St NE, Washington, DC 20002-4242, USA. Amer Psychological Assoc. 358-368.

Abstract: Students viewed a computer animation depicting the process of lightning. In Experiment 1, they concurrently viewed on-screen text presented near the animation or fat from the animation, or concurrently listened to a narration. In Experiment 2, they concurrently viewed on-screen text or listened to a narration, viewed on-screen text following or preceding the animation, or listened to a narration following or preceding the animation. Learning was measured by retention, transfer, and matching tests. Experiment 1 revealed a spatial-contiguity effect in which students learned better when visual and verbal materials were physically close. Both experiments revealed a modality effect in which students learned better when verbal input was presented auditorily as speech rather than visually as text. The results support 2 cognitive principles of multimedia learning.

Note: Article Moreno R, Univ Calif Santa Barbara, Dept Psychol, Santa Barbara,CA 93106 USA

Keyword(s): WORKED EXAMPLES; WORKING-MEMORY; WORDS; LOAD; ILLUSTRATIONS; INSTRUCTION; DESIGN; MEDIA; TEXT

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