Does the modality principle impact today’s learners’ cognitive load, transfer and retention of knowledge?

• In Event: RTD - Multimedia Learning

Short Description

This presentation provides a mixed methods data-set around effective instructional design for multimedia learning environments regarding the modality principle. The research replicates and counters a seminal study completed by Mayer and Moreno* (1998) which sates in PowerPoint presentations, words as speech, rather than on-screen text, is more effective for low-experience content learners. Data showed that PowerPoint presentations which only included onscreen text were more effective for retention and transfer of knowledge than words as speech.

* Mayer, R. & Moreno, R. (1998). A split-attention effect in multimedia learning: evidence for dual processing systems in working memory. Journal of Educational Psychology, 90(2), 312-320.

Authors

• Amy Marie Oberfoell, Iowa State University

• Ana-Paula Correia, Iowa State Univeristy