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Multimodality and learning effect

This study is accompanied by the use of 3D web-based system in learning tasks of psychology students. Even if much of such ICT-initiatives in Norway today are positive, one has to ask how many of these digital learning resources used in universities and schools are based on research findings within the area of multimedia learning. This seems to be special important in relation to create a valid content to the concept subject-use of ICT and to carry out research based teaching for psychology students and other students. The study address this issue and is grounded on Richard Mayer’s (2001, 2005, 2009) main findings within the area of multimedia learning to enhance academic achievements:

  • Multimedia principle: Students learn better from words and pictures than from words alone.
  • Spatial Contiguity Principle: Students learn better when corresponding words and pictures are presented near rather than far from each other on page or screen.
  • Temporal Contiguity Principle: Students learn better when corresponding words and pictures are presented simultaneously rather than successively.
  • Coherence Principle: Students learn better when extraneous words, pictures, and sounds are excluded rather than included.
  • Modality principle: Students learn better from animation and narration than from animation and on-screen text.
  • Redunancy principle: Students learn better from animation and narration than from animation and on-screen text.
  • Individual Differences Principle: Design effects are stronger for low-knowledge learners than for high-knowledge learners and for high-spatial learners rather than for low-spatial learners (Mayer 2001: 184).

Research Question:

What is the learning effect of using multimodal learning resources in teaching and learning tasks compared to paper based (monomodal) learning resources? 

Design:

The study is designed as an experiment with sample of psychology students in their first year of a bachelor in psychology.