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.

2

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

In Study 2, we investigated the effects of two learner’s characteristics, memory strategy skills and working memory capacity. With respect to memory strategy skills, we wanted to replicate the results of Study 1. However, this time we found no interaction effect. As regards working memory capacity, we found the expected interaction effect in the case of transfer: while participants with low capacity performed low in the visual-only condition, participants with high capacity showed an even reversed effect with lower scores in the audiovisual condition. Prior knowledge had an effect on all outcome learning measures, and spatial ability also turned out to be a significant predictor for comprehension and transfer, whereas they were not relevant for recall.

78

1