Meta-analysis of the modality effect

被引：303

作者：

Ginns, P ^{[1
]}

机构：

[1] Univ Sydney, Inst Teaching & Learning, Sydney, NSW 2006, Australia

来源：

LEARNING AND INSTRUCTION | 2005年 / 15卷 / 04期

关键词：

D O I：

10.1016/j.learninstruc.2005.07.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article reviews research on the modality effect, the educational practice of presenting to-be-learned graphical information visually, and related textual information through an auditory mode. Meta-analytic methods were applied to 43 independent effects (39 between-subjects designs, 4 within-subjects designs). Major hypotheses regarding the instructional benefits of presenting information across modalities were supported, including the effect of two hypothesised moderators, level of element interactivity and pacing of presentation, and between certain fields of study. The strong observed modality effect under system-paced conditions must be weighed against the additional cost of developing audio-visual instructional materials. (c) 2005 Elsevier Ltd. All rights reserved.

引用

页码：313 / 331

页数：19

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