CH 5: Applying the Modality Principle When words and graphic accompany each other, present words as speech rather than onscreen text

Exceptions to Modality Principle Under the below circumstances, written text can replace spoken text: Absence of graphics/images Technical demands for sound (e.g. bandwidth, sound cards, headsets,…) High cost Written text needed for memory support (e.g. exercise instructions, math formulas,…)

CH 6: Applying the Redundancy Principle Avoid presenting words as narration AND identical text in the presence of graphics

Exceptions to Redundancy Principle (or Redundancy Principle 2) Consider the narration of onscreen text in the below special circumstances: Absence of pictures Enough time for processing both pictures AND words Possibility of learner experiencing difficulty processing spoken words (e.g. non-native speakers)

Information Delivery vs. Cognitive Theory (continued) Info Delivery Theory As long as the content is the same, then: Spoken Text = Written Text Cognitive Theory Separate information processing channels are used for visual/pictorial info and auditory/verbal info Sensory channels have limited information processing capacities Learners actively engage in building verbal mental models as well as pictorial mental models with connections between them, therefore, when accompanying pictorial info: Spoken Text > Written Text