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Applying the Principles of Modality and Redundancy

Chapters 6 & 7
Matthew, Ryan, Lorena Cal Poly Pomona Instructional Design for Educational Multimedia (GED572) Winter 2013 http://google.com
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Chapter 6 Applying the Modality Principle


Modality Principle
Present Words as Audio Narration Rather Than On-Screen Text
when its feasible to use audio, there is considerable evidence that presenting words in audio rather than on-screen text can result in significant learning gains Clark & Mayer

The Modality Principle

The Modality Principle


Evaporation The sun evaporates water from plants, oceans, lakes, and streams
Condensation As the air rises, it cools. The water vapor condenses into tiny droplets of water. The droplets crowd together and form clouds Precipitation Wind blows clouds towards the land. The tiny droplets join together and fall as precipitation to the ground.

The Water Cycle

The water soaks into the ground and collects in rivers and lakes. The water cycle that never ends has started again!

The Modality Principle


The Water Cycle

Modality Principle
Narration should be used rather than on-screen text to describe graphics, especially when presentation is Complex Fast-paced Verbal material is familiar or short

The Modality Principle


The Water Cycle

Psychological advantage to using audio presentation

Cognitive Theory of Learning


People have separate information processing channels for visual/pictorial processing and for auditory/verbal processing

The Modality Principle


Cognitive Theory & Research Evidence
support the use of narration rather than on-screen text whenever the graphic (animation, videos, or series of static frames) is the focus of the words and both are presented simultaneously
Rationale is that learners may experience an overload of their visual/pictorial channel when they must simultaneously process graphics and the printed words that refer to them

Limitations to the Modality Principle


Technical limitations to create sound bandwidth sound cards headsets

Noise (in learning environment)


Unreasonable expense

Difficult to update rapidly changing information

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Limitations
Words should remain available to the learning for memory support, particularly when they are
Technical Unfamiliar Not in the learners native language Needed for future reference Key words that identify steps of a procedure
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Psychological Reasons
Information acquisition view of learning approach Clark & Mayer - the instructional professionals job is to present information in a way that is consistent with how people learn The book adopts the cognitive theory of multimedia learning in which learning depends both on the information that is presented and on the cognitive processes used by the learner during learning
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Psychological Advantages
Cognitive Theory of Learning
People have separate information processing channels for visual/pictorial processing and for auditory/verbal processing

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Psychological Reasons
Overloading of Visual Channel with Written Text and Graphics

Multimedia

Memory Systems sensory memory working memory

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Psychological Reasons
Balancing Content Across Visual and Auditory Channels with Narration and Graphics

Multimedia

Memory Systems sensory memory working memory

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Evidence for Using Spoken Rather Than Printed Text

Do students learn more deeply from graphics with speech than from graphics with onscreen text, as suggested by cognitive theory? Studies

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When the Modality Principle Applies


The modality principle applies
When using graphics and their verbal commentary at the same time

Material is complex and presented at a rapid continuous pace

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Chapter 7: Applying the Redundancy Principle


Explain Visuals with Words in Audio or Text: Not Both

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Redundancy Principle
Graphics explained using identical text and audio narration

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Credits

http://www.youtube.com/watch?v=HioP8Hv1 MlA

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