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The Modality Effect of Cognitive Load Theory

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Advances in Human Factors in Training, Education, and Learning Sciences (AHFE 2019)

Part of the book series: Advances in Intelligent Systems and Computing ((AISC,volume 963))

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Abstract

The modality effect, which has been investigated by cognitive load theory, predicts that learning from visualizations supplemented with written text should be less effective than learning from the same visualizations supplemented with comparable spoken text. An explanation of the effect assumes a degree of separation between the processing of visuospatial and auditory information. Due to this separability, learning only from visuospatial information (visualizations and visual text) is more likely to overload visuospatial processing, as compared to learning from visuospatial and auditory information (visualizations and auditory text), in which both the visuospatial and the auditory processors share the load of the learning material. The aims of this review chapter are to: (a) describe the modality effect, (b) provide supporting evidence using computer multimedia about STEM topics, and (c) describe studies indicating the separability of visuospatial and auditory processing. We finish by suggesting future directions for research on the modality effect.

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Acknowledgments

Support from PIA–CONICYT Basal Funds for Centers of Excellence Project FB0003, and CONICYT Fondecyt 11180255, is gratefully acknowledged. We thank Ignacio Jarabran for helping with the illustrations.

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Authors and Affiliations

  1. Center for Advanced Research in Education, Universidad de Chile, Santiago, Chile

    Juan C. Castro-Alonso

  2. School of Education, University of New South Wales, Sydney, Australia

    John Sweller

Authors
  1. Juan C. Castro-Alonso
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  2. John Sweller
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Corresponding author

Correspondence to Juan C. Castro-Alonso .

Editor information

Editors and Affiliations

  1. Department of Industrial Engineering and Management Systems, University of Central Florida, Orlando, FL, USA

    Waldemar Karwowski

  2. Institute for Advanced Systems Engineering, University of Central Florida, Orlando, FL, USA

    Tareq Ahram

  3. Institute of Maritime Operations, University College of Southeast Norway, Borre, Norway

    Salman Nazir

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Castro-Alonso, J.C., Sweller, J. (2020). The Modality Effect of Cognitive Load Theory. In: Karwowski, W., Ahram, T., Nazir, S. (eds) Advances in Human Factors in Training, Education, and Learning Sciences. AHFE 2019. Advances in Intelligent Systems and Computing, vol 963. Springer, Cham. https://doi.org/10.1007/978-3-030-20135-7_7

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  • DOI: https://doi.org/10.1007/978-3-030-20135-7_7

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-20134-0

  • Online ISBN: 978-3-030-20135-7

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