The modality effect of cognitive load theory

Juan Cristobal Castro-Alonso*, John Sweller

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The modality effect, which has been investigated by cognitive load theory, predicts that learning from visualizations supplemented with written text should be less effective than learning from the same visualizations supplemented with comparable spoken text. An explanation of the effect assumes a degree of separation between the processing of visuospatial and auditory information. Due to this separability, learning only from visuospatial information (visualizations and visual text) is more likely to overload visuospatial processing, as compared to learning from visuospatial and auditory information (visualizations and auditory text), in which both the visuospatial and the auditory processors share the load of the learning material. The aims of this review chapter are to: (a) describe the modality effect, (b) provide supporting evidence using computer multimedia about STEM topics, and (c) describe studies indicating the separability of visuospatial and auditory processing. We finish by suggesting future directions for research on the modality effect.
Original languageEnglish
Title of host publicationAdvances in human factors in training, education, and learning sciences: Proceedings of the AHFE 2019 International Conference on Human Factors in Training, Education, and Learning Sciences
EditorsWaldemar Karwowski, Tareq Ahram, Salman Nazir
Place of PublicationCham, Switzerland
PublisherSpringer
Chapter7
Pages75-84
ISBN (Print)9783030201340, 9783030201357
DOIs
Publication statusPublished - 2020
Externally publishedYes

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