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Does modality play a role? Visual-verbal cognitive style and multimedia learning
Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering. IPN–Leibniz Institute for Science and Mathematics Education, Kiel University, Kiel, Germany.ORCID iD: 0000-0001-6313-475X
IPN–Leibniz Institute for Science and Mathematics Education, Kiel University, Kiel, Germany.
IPN–Leibniz Institute for Science and Mathematics Education, Kiel University, Kiel, Germany.
Faculty of Education Sciences, Department of Instructional Psychology, University of Duisburg‐Essen, Essen, Germany.
2019 (English)In: Journal of Computer Assisted Learning, ISSN 0266-4909, E-ISSN 1365-2729, p. 1-11Article in journal (Refereed) Epub ahead of print
Abstract [en]

The study presented in this paper aimed to examine the effect of visual and verbal cognitive style on learning from different types of visualization and modalities of explanatory text. Learning materials in the form of either computer-based animation or a series of static pictures with written or spoken explanations were presented to 197 students. We found that a more developed visual cognitive style was related to a better learning outcome, when learning from a combination of static pictures and written text. Higher developed visualizers achieved poorer learning outcomes when learning with an animation and written text. The results are partially in line with an ability-as-compensator effect and the expertise reversal effect. Additionally, we found a modality effect as the versions with spoken text provided better results on learning outcome than the versions with written text regardless of the prominence of visual cognitive style. No significant interaction effects were found regarding verbal cognitive style.

Place, publisher, year, edition, pages
John Wiley & Sons, 2019. p. 1-11
Keywords [en]
ability-as-compensator effect; animation; cognitive style; modality effect; static pictures; visualizer
National Category
Learning Applied Psychology
Identifiers
URN: urn:nbn:se:liu:diva-161931DOI: 10.1111/jcal.12381OAI: oai:DiVA.org:liu-161931DiVA, id: diva2:1369935
Note

Funding Agencies|German Research Foundation [HO 4303/6-1]

Available from: 2019-11-13 Created: 2019-11-13 Last updated: 2019-11-14Bibliographically approved

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