Seufert, T., Schütze, M., & Brünken, R. (2009). Memory characteristics and modality in multimedia learning: An aptitude-treatment-interaction study. Learning and Instruction, 19(1), 28-42.

Seufert, T.; Schütze, M.; Brünken, R.

2009

Seufert, T., Schütze, M., & Brünken, R. (2009). Memory characteristics and modality in multimedia learning: An aptitude-treatment-interaction study. Learning and Instruction, 19(1), 28-42.

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According to the modality effect in multimedia, a text accompanying a picture should be auditorily presented instead of visually in order to avoid split of attention. In two experimental studies (34 and 78 participants, respectively), the impact and possible compensatory effects of two aptitude variables, that is, memory strategy skills and working memory capacity, on multimedia learning were tested. Aptitude-treatment-interaction effects were found with respect to comprehension (Study 1) and transfer (Study 2). The modality effect was confirmed for less-skilled learners in memory strategy use but not for highly skilled ones. Memory strategy skills and working memory capacity differentially affected multimedia learning, depending on task features and demands.

Learners with higher memory strategy skills could compensate the adverse presentation modality in the visual-only condition, whereas learners with lower skills in the same condition were significantly hindered. We found time-on-task to be related to presentation modality and to memory strategy skills: Time-on-task increased with higher strategy skills and also in the audiovisual condition. Highly skilled participants needed more time-on-task for applying their memory strategies than those with lower memory strategy skills.

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