Examining the Effects of Modality and Multimedia on the Learning Performance of Students With Dyslexia

• In Event: Learner Analytics and Design Thinking: Using Technology to Assess and Support Learners

Abstract

There has been a lack of research on how people with individual differences learn with multimedia materials, in particular for individuals with dyslexia. Dyslexia is a learning disability characterized by subpar ability in reading, spelling, writing, word recognition, and phonological decoding. This study examined how learning in four multimedia conditions influences dyslexic college students’ ability to recall and recognize information. Seventy-three college students with dyslexia were assigned to one of four conditions that integrated the modality (spoken text vs. on-screen text) and multimedia (picture present vs. picture absent) principles. They completed a cued-recall and a content recognition test. The results indicated pictures facilitated recognition and on-screen text led to a superior performance in recall and recognition compared to spoken text.

Authors

• Jiahui Wang, Kent State University

• Kara M. Dawson, University of Florida

• Kendra Saunders, University of Florida

• Albert Dieter Ritzhaupt, University of Florida

• Pasha Antonenko, University of Florida

• Linda Lombardino, University of Florida

• Andreas Keil, University of Florida

• Nihan Agacli-Dogan, Georgia Southern University

• Wenjing Luo, University of Florida

• Li Cheng, University of Florida

• Robert Davis, University of Florida