The Reverse Modality Effect: Examining Student Learning from Interactive Computer-Based Instruction

Autor/inn/en	Inan, Fethi A.; Crooks, Steven M.; Cheon, Jongpil; Ari, Fatih; Flores, Raymond; Kurucay, Murat; Paniukov, Dmitrii
Titel	The Reverse Modality Effect: Examining Student Learning from Interactive Computer-Based Instruction
Quelle	In: British Journal of Educational Technology, 46 (2015) 1, S.123-130 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12129
Schlagwörter	Computer Assisted Instruction; Multimedia Instruction; Articulation (Speech); Undergraduate Students; Speech Communication; Student Surveys; Student Journals; Achievement Tests; Achievement Gains; Intermode Differences; Teaching Methods; Learning Modalities; Writing Exercises; Experimental Groups; Control Groups; Instructional Effectiveness; Comparative Analysis + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Multimediales Lernen; Schülerbefragung; Studentenzeitung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Achievement gain; Leistungssteigerung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Schreibübung; Unterrichtserfolg
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01