CH 6: Applying the Modality Principle When words and graphic accompany each other, present words as speech rather than onscreen text

Chapter 6: Modality Principle Definition On-screen Text Narration

Chapter 6: Modality Principle Definition There is strong evidence that indicates that presenting words in audio, rather than on- screen text, results in better learning. This theory is known as the Modality Principle which promotes the use of audio narration, rather than on-screen text in eLearning design.

Chapter 6: Modality Principle Definition Students learn better when the associated statements are narrated rather than presented visually.

Chapter 6: Modality Principle Theory

Chapter 6: The Modality Principle Theory Put words in spoken rather than graphic form, when graphic or animation is in focus Why? Cognitive theory of learning: Separate information processing channels for visual and auditory/verbal processing Capacity of each channel is limited Graphics and onscreen text compete for attention Overloads visual channel Instead, use both auditory and visual channels

Chapter 6: Modality Principle Theory Based on cognitive theory and research evidence, it is recommended that words be presented in spoken form rather than printed form whenever the graphic is the focus of the words and both are presented simultaneously.

Chapter 6: Modality Principle Theory Cognitive load is an important consideration in the learning process. Instructional methods that overload working memory make learning more difficult. Learners are at risk of overload when they must process graphics and the printed words that refer to the graphics at the same time.

Chapter 6: Modality Principle Psychology COGNITIVE LOAD Graphics & Narration Graphics & Narration & Written Text

Chapter 6: Modality Principle Psychology When learners are given simultaneous graphics and on-screen text, both are initially processed in the visual channel. The capacity of this channel is limited, so the graphics and the on- screen text compete for attention. This competition results in an overload and the learning result suffers. The visual channel load can be lightened by presenting the verbal explanation as speech or narration. The verbal material enters the cognitive system through the ears and is processed in the verbal channel. At the same time the graphics enter the cognitive system through the eyes and are processed in the visual channel. In this way neither channel is overloaded, but both words and pictures are processed.

Chapter 6: Modality Principle Psychology If the learner is busy reading the printed words, they cannot fully comprehend the meaningfulness of the animation or graphics – especially when the words and pictures are presented at the same time and at a rapid pace. This is especially true when using complex visuals. Using audio allows the learner to focus on the visual while listening to the explanation.

Chapter 6: Modality Principle Psychology When words and the graphics are presented, and both are explained by the words at the same time, it is best practice to use spoken rather than printed text as a way of reducing the demands on visual processing.

Chapter 6: Modality Principle Cognitive Load Theory and the Modality Effect According to cognitive load theory. Many instructional materials and techniques may be ineffective because they ignore the limitations of human working memory and impose a heavy cognitive load

Familiarity Memory Support Language Familiarity Printed Words Only Chapter 6: Modality Principle Exceptions Narration On-screen Text

Chapter 6: Modality Principle Exceptions 1. If the material is familiar to the learner or the learner has control over the pacing of the material, the modality principle becomes less important. 2. Learning is enhanced by including written text when the situation requires additional memory support. Examples of these types of situations are mathematical formulas, procedural steps, or directions for a practice exercise. 3. When the learner is not a native speaker of the language of instruction or is extremely unfamiliar with the material, it may be appropriate to present printed text. 4. Further, if printed words are presented on the screen (without any corresponding graphic) then the modality principle DOES NOT APPLY.

Chapter 7: Redundancy Principle Definition Narration On-screen Text Narration OR On-screen Text

Chapter 7: Redundancy Principle The definition or basis of the Redundancy Principle is: Do not add on-screen text to narrated graphics. Explain visuals with words in audio or text: Not both.

Chapter 7: Redundancy Principle Theory: Mental Connection Channel 1: Verbal Channel 2: Visual

Chapter 7: Redundancy Principle Theory: The Redundancy Principle is based on the theory that people learn better from animation and narration than from animation, narration and on-screen text. In other words, People learn better from concurrent graphics and audio than from concurrent graphics, audio, and on- screen text. Learners may pay so much attention to the printed words that they pay less attention to the accompanying graphics.

Redundancy Principle The visual information comes down the visual channel, the verbal information comes down the verbal channel and then learners actively attempt to build visual and verbal models from presented material and build connections between them.

Animated Graphic Printed Text Chapter 7: Redundancy Principle Psychology Narrated Text

Redundancy Psychology Theorists describe another potential problem with adding redundant on-screen text: Learners may waste precious cognitive resources in trying to compare the printed words with the spoken words as they are presented. This results in the infamous extraneous cognitive processing or wasted cognitive processing which is a detraction to learning the content.

Chapter 7: Redundancy Principle Exceptions Use both text and narration with: With audio recordings w/no graphic (Podcast) Complicated technical verbiage Learning new foreign language Slowly-paced presentation of material Learner-controlled presentation of material On-screen Text Narration

Exceptions to Redundancy Principles Exceptions to the redundancy principle occur in situations in which on-screen text either does not add to the learner’s processing demands or actually decreases them. For example, with a podcast information enters through the ears so the verbal channel is active, but the visual channel is not active. Adding on-screen text would not overload either learning channel in this situation.

Resources Modality Redundancy, Questioning Learning Styles Hypothesis – Presentation, Dr. Barbara Schroeder Clark, R. & Mayer, R. (2008). E-Learning and The Science of Instruction, 2 nd Edition. Pfeiffer.