scholarly journals Understanding the role of the modality principle in multimedia learning environments

2016 ◽  
Vol 32 (6) ◽  
pp. 607-617 ◽  
Author(s):  
A. Oberfoell ◽  
A. Correia
Keyword(s):  
Learning Environments ◽  
Multimedia Learning ◽  
Modality Principle

The Role of Different Visual Modes Within the Modality Principle of Multimedia Learning

2007 ◽  
Author(s):  
Mencarelli Chiara ◽  
Luigi di Mauro ◽  
Nicola Mammarella ◽  
Cesare Cornoldi
Keyword(s):  
Multimedia Learning ◽  
Modality Principle

The Spatial Contiguity Effect in Multimedia Learning: The Role of Cueing

2015 ◽  
Vol 47 (2) ◽  
pp. 224 ◽  
Author(s):  
Fuxing WANG ◽  
Zhaohui DUAN ◽  
Zongkui ZHOU ◽  
Jun CHEN
Keyword(s):  
Multimedia Learning ◽  
Spatial Contiguity

Learning procedures: the role of working memory in multimedia learning experiences

2006 ◽  
Vol 20 (7) ◽  
pp. 917-940 ◽  
Author(s):  
Tad T. Brunyé ◽  
Holly A. Taylor ◽  
David N. Rapp ◽  
Alexander B. Spiro
Keyword(s):  
Working Memory ◽  
Multimedia Learning ◽  
Learning Experiences

Text-to-Speech Software and Learning: Investigating the Relevancy of the Voice Effect

2018 ◽  
Vol 57 (6) ◽  
pp. 1534-1548 ◽  
Author(s):  
Scotty D. Craig ◽  
Noah L. Schroeder
Keyword(s):  
Learning Outcomes ◽  
Learning Environments ◽  
Multimedia Learning ◽  
Text To Speech ◽  
Multimedia Design ◽  
Cognitive Efficiency ◽  
Human Voice ◽  
Instructional Multimedia ◽  
Efficiency Measures ◽  
The Voice

Technology advances quickly in today’s society. This is particularly true in regard to instructional multimedia. One increasingly important aspect of instructional multimedia design is determining the type of voice that will provide the narration; however, research in the area is dated and limited in scope. Using a randomized pretest–posttest design, we examined the efficacy of learning from an instructional animation where narration was provided by an older text-to-speech engine, a modern text-to-speech engine, or a recorded human voice. In most respects, those who learned from the modern text-to-speech engine were not statistically different in regard to their perceptions, learning outcomes, or cognitive efficiency measures compared with those who learned from the recorded human voice. Our results imply that software technologies may have reached a point where they can credibly and effectively deliver the narration for multimedia learning environments.

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