1. 1 Cognitive Principles of Multimedia Learning: The Role of Modality and Contiguity Roxana Moreno and Richard E. Mayer, Journal of Educational Psychology 1999.

2. 2 Contiguity Principle Effectiveness of multimedia instruction increases when words and pictures are presented contiguously

3. 3 Contiguity Principle Effectiveness of multimedia instruction increases when words and pictures are presented contiguously Two effects: –Spatial-contiguity effect Printed text and pictures physically integrated (we ’ ve read about this one already) –Temporal-contiguity effect Visual and spoken materials are temporally synchronized Example: operation of bike pump + narration

4. 4 Modality Principle In multimedia presentations, words should be presented as auditory narration and not as visual on-screen text In short-term memory tasks, auditory presentation usually results in higher recall than does visual presentation (Penney 1989, Frick 1984) “ Attention better divided between two auditory or two visual channels ” (Wickens, 1984)

5. 5 Modality Principle In multimedia presentations, words should be presented as auditory narration and not as visual on-screen text In short-term memory tasks, auditory presentation usually results in higher recall than does visual presentation (Penney 1989, Frick 1984) “ Attention better divided between two auditory or two visual channels ” (Wickens, 1984) –(Question to Ken) What does this mean??

6. 6 Experiment One Goal: To distinguish between spatial contiguity effects and modality effects using animation –How? By manipulation of proximity of visual text with animation 132 college low-experience students Results: –Modality effect in which students learned better when verbal input presented as speech and not visual text –Spatial-contiguity effect in which students learned better when visual and verbal materials presented physically close together Goal: To examine (more closely) the modality –How? By manipulation of simultaneous or sequential presentation 127 college low-experience students Results: –Modality effect in which students learned better when verbal input presented as speech and not visual text Experiment Two

7. 7 Clarifying Cognitive Principles of Multimedia Design Calls for more precise term for “ split-attention effect ” –Cannot distinguish between one of three cognitive effect types Spatial-contiguity effect –Learning effects due to physical closeness of verbal and non- verbal visual materials Temporal-contiguity effect –Learning effects due to synchronicity between verbal and non- verbal material Modality effects –Learning effects due to different modalities to present verbal materials (speech versus text)