The Modality Principle in Multimedia Learning - An Open Question: When Speech Fails to Foster Learning?

Learning is fostered when spoken rather than written texts are used concurrently with dynamic or static pictures in instructional settings. This is mainly caused by split attention and can be explained by the cognitive theory of multimedia learning (Mayer, 2001) or the cognitive load theory (Sweller, 1999). Numerous studies have provided evidence for modality effects (Ginns, 2005), but recently, studies also revealed a vanishing or reversal of modality effects in favor of visual texts. This can be attributed to learner characteristics or instructional design, but knowledge about relevant features is still scarce. 1 Multimedia learning In general, learning is defined as a relatively sustainable change of a subject’s behavior or potential for a behavior related to a certain situation, which is created by repeated experiences of subjects in particular situations. Changes can occur as regards cognitive, psychomotor, affective-motivational or social aspects (Lukesch, 1998). On the other hand, teaching refers to an intended and planned initiation and fostering of learning in order to achieve teaching goals. Mostly, it is focused on the cognitive goals of learning and instruction. Learning and instruction can be realized by using media. The most prominent modes for presenting information are written and spoken texts as well as static and dynamic pictures. Most medial presentations involve at least one of the verbal and ∗ Published in: Osswald, Achim; Stempfhuber, Maximilian; Wolff, Christian (eds.) (2007). Open Innovation. Proc. 10. International Symposium for Information Science. Constance: UVK, 129-144.