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What is Modality Principle

Chapter 79
Handbook of Research on Education and Technology in a Changing Society
People learn better from graphics with spoken text rather than graphics with printed text (Mayer, 2005 AU36: The in-text citation "Mayer, 2005" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter:
Theory and Application: Construction of Multimodal eLearning
Ann Musgrove (Florida Atlantic University, USA) and Valerie C. Bryan (Florida Atlantic University, USA)
Copyright: © 2014 |Pages: 16
DOI: 10.4018/978-1-4666-6046-5.ch079
Abstract
Demand for online learning continues to grow at a strong pace as learners become more diverse in many ways. It is important that we use learning and design theories to shape this learning environment for success. This chapter discusses the use of multimodal design in the creation of online courses based on the science of human learning. Information processing, sensory, working, and long-term memory are discussed in terms of course design. Individual differences and similarities are explored. The question in education remains how we can match what we know about human learning to the technology modes around us to create better learner-centered environments. This chapter explores the theories applicable to multimodal eLearning and how to apply these theories in the creation of learning experiences.
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Chapter 3
Multimedia Design of Assistive Technology for Those with Learning Disabilities
An instructional principle proposing that presenting information in dual modalities spreads total induced load across the visual and auditory channels of working memory thereby reducing cognitive load (Low & Sweller, 2005; Sweller & Chandler, 1994; Sweller et al., 1998).
Published in Chapter: Multimedia Design of Assistive Technology for Those with Learning Disabilities; From: Handbook of Research on Human Cognition and Assistive Technology: Design, Accessibility and Transdisciplinary Perspectives
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Chapter 2
Managing Cognitive Load in the Design of Assistive Technology for Those with Learning Disabilities
An instructional principle proposing that presenting information in dual modalities spreads total induced load across the visual and auditory channels of working memory thereby reducing cognitive load (Low & Sweller, 2005; Sweller & Chandler, 1994; Sweller et al., 1998).
Published in Chapter: Managing Cognitive Load in the Design of Assistive Technology for Those with Learning Disabilities; From: Handbook of Research on Human Cognition and Assistive Technology: Design, Accessibility and Transdisciplinary Perspectives
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Chapter 6
Principles of Learning in the Technology-Enhanced Classroom
A principle of best practice in creation of multimedia presentations in which creators should use audio rather than text when possible and should keep any narration concise.
Published in Chapter: Principles of Learning in the Technology-Enhanced Classroom; From: Handbook of Research on Mobile Devices and Smart Gadgets in K-12 Education
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