Long-term modality effect in multimedia learning

Abstract

Cognitive theories of multimedia are seeking the best way of creating materials to enhance learning outcomes. The so-called modality effect accords that learning outcomes are better if visual material such as images is presented together with auditory rather than with visual information such as text. However, previous research on this effect is conflicting. There is also some evidence that the modality effect can be reversed if the learning environment is self-paced. Finally, there is little research about the modality effect over time, and its impact on long-term memory. There is a lack of studies comparing multimodal learning in a system-paced as well as in a self-paced environment over time. Therefore, the aim of this study is (1) to compare auditory and visual learning conditions, (2) to examine the relationship between self- and system-paced learning time, and (3) to analyze the modality effect over time (immediate and after one week).