The influence of the multimedia and modality principles on the learning outcomes, satisfaction, and mental effort of college students with and without dyslexia.
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| Title: | The influence of the multimedia and modality principles on the learning outcomes, satisfaction, and mental effort of college students with and without dyslexia. |
|---|---|
| Authors: | Dawson, Kara (AUTHOR), Zhu, Jiawen (AUTHOR), Ritzhaupt, Albert D. (AUTHOR), Antonenko, Pavlo (AUTHOR), Saunders, Kendra (AUTHOR), Wang, Jiahui (AUTHOR), Lombardino, Linda (AUTHOR) |
| Source: | Annals of Dyslexia. Apr2021, Vol. 71 Issue 1, p188-210. 23p. 1 Color Photograph, 13 Charts. |
| Subjects: | Dyslexia, Cognitive learning theory, College students, Factor analysis, Universities & colleges, Factorial experiment designs, Implicit learning |
| Geographic Terms: | United States |
| Abstract: | The purpose of this study was to examine the application of the multimedia and modality principles on cued-recall, recognition, and mental effort of college students with and without dyslexia. The study used a Multimedia (Image Present vs. Image Absent) × Modality (Narration vs. Onscreen Text) × Dyslexia (Dyslexia vs. Non-Dyslexia) 3-way factorial design with each independent variable serving as a between-subject condition. A total of N = 148 participants (73 with dyslexia and 75 without dyslexia) were recruited from five different institutions of higher education in the Southeastern United States and systematically assigned to one of four multimedia learning conditions. After assessing our data for statistical assumptions, we employed factorial Analysis of Variance (ANOVA) models on each dependent measure. Our findings show a reverse modality effect for students with dyslexia who performed better than their peers without dyslexia in Onscreen Text conditions. Although performance was better across groups and conditions when images were present, there were no significant interactions related to the multimedia condition. Similarly, there were no significant interactions related to mental effort even though learners with dyslexia exhibited high instructional efficiency in the Onscreen Text-Image Present condition while learners without dyslexia exhibited low task involvement in the Onscreen Text-Image Absent condition. Our results provide theoretical implications and important avenues for future research and practice as related to how multimedia learning influences students with dyslexia. We also suggest studies that could inform the eventual design of adaptive and personalized multimedia learning solutions for learners with dyslexia. [ABSTRACT FROM AUTHOR] |
| Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 149947396 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The influence of the multimedia and modality principles on the learning outcomes, satisfaction, and mental effort of college students with and without dyslexia. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dawson%2C+Kara%22">Dawson, Kara</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zhu%2C+Jiawen%22">Zhu, Jiawen</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ritzhaupt%2C+Albert+D%2E%22">Ritzhaupt, Albert D.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Antonenko%2C+Pavlo%22">Antonenko, Pavlo</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Saunders%2C+Kendra%22">Saunders, Kendra</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wang%2C+Jiahui%22">Wang, Jiahui</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lombardino%2C+Linda%22">Lombardino, Linda</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Annals+of+Dyslexia%22">Annals of Dyslexia</searchLink>. Apr2021, Vol. 71 Issue 1, p188-210. 23p. 1 Color Photograph, 13 Charts. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+learning+theory%22">Cognitive learning theory</searchLink><br /><searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Factorial+experiment+designs%22">Factorial experiment designs</searchLink><br /><searchLink fieldCode="DE" term="%22Implicit+learning%22">Implicit learning</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The purpose of this study was to examine the application of the multimedia and modality principles on cued-recall, recognition, and mental effort of college students with and without dyslexia. The study used a Multimedia (Image Present vs. Image Absent) × Modality (Narration vs. Onscreen Text) × Dyslexia (Dyslexia vs. Non-Dyslexia) 3-way factorial design with each independent variable serving as a between-subject condition. A total of N = 148 participants (73 with dyslexia and 75 without dyslexia) were recruited from five different institutions of higher education in the Southeastern United States and systematically assigned to one of four multimedia learning conditions. After assessing our data for statistical assumptions, we employed factorial Analysis of Variance (ANOVA) models on each dependent measure. Our findings show a reverse modality effect for students with dyslexia who performed better than their peers without dyslexia in Onscreen Text conditions. Although performance was better across groups and conditions when images were present, there were no significant interactions related to the multimedia condition. Similarly, there were no significant interactions related to mental effort even though learners with dyslexia exhibited high instructional efficiency in the Onscreen Text-Image Present condition while learners without dyslexia exhibited low task involvement in the Onscreen Text-Image Absent condition. Our results provide theoretical implications and important avenues for future research and practice as related to how multimedia learning influences students with dyslexia. We also suggest studies that could inform the eventual design of adaptive and personalized multimedia learning solutions for learners with dyslexia. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11881-021-00219-z Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 188 Subjects: – SubjectFull: Dyslexia Type: general – SubjectFull: Cognitive learning theory Type: general – SubjectFull: College students Type: general – SubjectFull: Factor analysis Type: general – SubjectFull: Universities & colleges Type: general – SubjectFull: Factorial experiment designs Type: general – SubjectFull: Implicit learning Type: general – SubjectFull: United States Type: general Titles: – TitleFull: The influence of the multimedia and modality principles on the learning outcomes, satisfaction, and mental effort of college students with and without dyslexia. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dawson, Kara – PersonEntity: Name: NameFull: Zhu, Jiawen – PersonEntity: Name: NameFull: Ritzhaupt, Albert D. – PersonEntity: Name: NameFull: Antonenko, Pavlo – PersonEntity: Name: NameFull: Saunders, Kendra – PersonEntity: Name: NameFull: Wang, Jiahui – PersonEntity: Name: NameFull: Lombardino, Linda IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 07369387 Numbering: – Type: volume Value: 71 – Type: issue Value: 1 Titles: – TitleFull: Annals of Dyslexia Type: main |
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