Full metadata
Title
An evaluation of the modality effect: the impact of presentation style and pacing on learning, mental effort, and self-efficacy
Description
The current study investigated how multimedia pacing (learner-control versus system-paced) and presentation styles (visual-only versus audio/visual) impact learning physics concept material, mental effort, and self-efficacy. This 2X2 factorial study randomly assigned participants into one of four conditions that manipulated presentation style (visual-only versus audio/visual) and pacing of the content (system-paced versus learning-controlled). Participant's learning was measured by recording their retention of information and ability to transfer information. Measures of perceived difficulty (mental effort) and perceived ability (self-efficacy) were also obtained. No significant effects were observed in this study which doesn’t support the existence of either the modality or reverse modality effect at least in these noisier online learning environments. In addition, the hypothesis that their effects could be an artifact of experimental design could not be proven as the learner control condition did not yield any significant results.
Date Created
2018
Contributors
- Krause, Tyler (Author)
- Craig, Scotty D. (Thesis advisor)
- Gray, Robert (Committee member)
- Branaghan, Russell (Committee member)
- Arizona State University (Publisher)
Topical Subject
Resource Type
Genre
Extent
iv, 45 pages
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.50517
Statement of Responsibility
by Tyler Krause
Description Source
Viewed on December 10, 2018
Level of coding
full
Note
Partial requirement for: M.S., Arizona State University, 2018
Note type
thesis
Includes bibliographical references (pages 23-25)
Note type
bibliography
Field of study: Human systems engineering
System Created
- 2018-10-01 08:02:41
System Modified
- 2021-08-26 09:47:01
- 2 years 8 months ago
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