The Role of Visual Indicators in Dual Sensory Mode Instruction
Abstract
Advances in our knowledge of the structure of working memory suggest that under some circumstances, effectively more processing capacity is available to learners if instructional materials use multiple information modes (e.g. auditory and visual) instead of equivalent single mode formats. This paper examined this modality effect from a cognitive load perspective in three experiments using geometry instruction. In accordance with cognitive load theory, it was predicted that the additional processing capacity provided in an audio/visual format would only enhance learning if mental resources were not devoted to extensive visual based search in order to coordinate auditory and visual information. Using two different areas of geometry, Experiments 1 and 2 found that if visual search was clearly high, then audio‐visual instruction was only beneficial if visual indicators in the form of electronic flashing were incorporated into the instructional format. Under high search conditions, a standard audio/visual format without the aid of flashing proved no better than visual only instruction. Experiment 3 attempted to clarify earlier results by using instructional materials trivially low in visual search. Data indicated that a standard, audio‐visual format resulted in superior learning to a visual only format. There was no beneficial effect of electronic flashing in Experiment 3, suggesting that visual indicators were not necessary in areas of low visual search. It was concluded that cognitive load as determined by visual search established the effectiveness of visual indicators.
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Cueing can be even more effective when the amount of necessary visual search is high, such as in complex graphics.
“Some studies report that visual cues do aid learning in multimedia instructions resulting in higher retention scores (e.g., Tabbers et al. 2004), whereas others show that cueing can be even more effective when the amount of necessary visual search, such as in complex graphics, is high (e.g., Jeung et al. 1997).”
From Interactivity in Video-based Models (2007) · cites this paper as Jeung et al. 1997
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Does the Modality Effect Exist? and if So, Which Modality Effect?
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“Baddeley’s model is often cited in view of the modality effect (e.g. Brünken et al. 2003; Jeung et al. 1997; Kalyuga et al. 1999; Leahy et al. 2003; Mayer and Moreno 1998; Mousavi et al. 1995).”
MethodKozan, K., Erçetin, G., & Richardson, J. C. (2015) · System · doi:10.1016/j.system.2015.09.001 · Cited by 61 · see citing works
Schüler, A., Scheiter, K., Rummer, R., & Gerjets, P. H. (2011) · Learning and Instruction · doi:10.1016/j.learninstruc.2011.08.001 · Cited by 60 · see citing works
“(1995) and Moreno and Mayer (1999) observed modality effects with verbal recall and transfer.”
BackgroundThe Worked Examples Principle in Multimedia Learning
Renkl, A. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139547369.020 · Cited by 59 · see citing works
The modality of text in multimedia instructions:Refining the design guidelines.
Tabbers, H. K. (2002) · DSpace (Open University in the Netherlands) · Cited by 59 · see citing works
Khalil, M. K., Nelson, L. D., & Kibble, J. D. (2010) · Anatomical Sciences Education · doi:10.1002/ase.177 · Cited by 57 · see citing works
“The strategies of using multiple modalities (Penny, 1989; Mousavi et al., 1995), placing text and graphics according to contiguity principles (Moreno and Mayer, 1999), and signaling or cuing emphasis of key concepts (Jeung et al., 1997) all help decrease extraneous cognitive load.”
MethodDeveloping a Framework for Creating Effective Instructional Video Podcasts
Kay, R. H. (2014) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v9i1.3335 · Cited by 58 · see citing works
Principles for Reducing Extraneous Processing in Multimedia Learning
Fiorella, L., & Mayer, R. E. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108894333.019 · Cited by 66 · see citing works
Impacts of Cues on Learning and Attention in Immersive 360-Degree Video: An Eye-Tracking Study
Liu, R., Xu, X. Y., Yang, H., Li, Z., & Huang, G. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.792069 · Cited by 56 · see citing works
“First, when annotations and narration appear at the same time, learners more easily associate auditory and visual information; thus, using annotations and narration simultaneously can reduce unnecessary visual searches (Jeung et al., 1997).”
BackgroundThe modality effect in multimedia instructions
Tabbers, H. K., Martens, R. L., & van Merriënboer, J. J. G. (2001) · eScholarship (California Digital Library) · Cited by 56 · see citing works
Saran, M., Seferoğlu, G., & Çağıltay, K. (2012) · OpenMETU (Middle East Technical University) · Cited by 54 · see citing works
Huk, T., Steinke, M., & Floto, C. (2009) · Instructional Science · doi:10.1007/s11251-009-9116-7 · Cited by 54 · see citing works
“Prior research has shown that visual cues are a powerful educational tool to link textual information with static pictures (e.g. Craig et al. 2002; Jeung et al. 1997; Kalyuga et al. 1999; Lorch and Lorch 1996) but not with dynamic visualization (Mautone and Mayer 2001).”
BackgroundThe modality effect tested in children in a user‐paced multimedia environment
Witteman, M. J., & Segers, E. (2010) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2009.00335.x · Cited by 53 · see citing works
“Overall, Ginns found sufficient support for the modality effect, also in children (e.g. Mousavi et al. 1995; Jeung et al. 1997).”
BackgroundThe effects of animated pedagogical agents in an English-as-a-foreign-language learning environment
Carlotto, T., & Jaques, P. A. (2016) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2016.06.001 · Cited by 53 · see citing works
“Furthermore, as some research (Jeung et al., 1997; Mousavi et al., 1995) has indicated, APAs can be used during the learning process to partially reduce cognitive load.”
BackgroundKablan, Z., & Erden, M. (2008) · Computers & Education · doi:10.1016/j.compedu.2007.07.002 · Cited by 51 · see citing works
van der Spek, E. D., Wouters, P., & van Oostendorp, H. (2010) · British Journal of Educational Technology · doi:10.1111/j.1467-8535.2009.01021.x · Cited by 50 · see citing works
- Authors
- Jeung, H., Chandler, P., & Sweller, J.
- Affiliations
- UNSW Sydney (AU)
- Corresponding author
- Chandler, Paul
- Venue
- Educational Psychology
- Publisher
- Informa UK Limited
- Published
- 1997-09
- Volume
- 17
- Issue
- 3
- Pages
- 329-345
- ISSN
- 0144-3410 (ISSN-L)
- 1469-5820
- OpenAlex
- W2141959084
- Semantic Scholar
- 3bb0115cba2ebaed93c68f4755dbfc0ae5757aff
- Cited by
- 295
- References
- 19
- Citations by year
- 2026: 3 · 2025: 7 · 2024: 7 · 2023: 5 · 2022: 10 · 2021: 16 · 2020: 12 · 2019: 6 · 2018: 10 · 2017: 8 · 2016: 12 · 2015: 9 · 2014: 20 · 2013: 21 · 2012: 18
- FWCI
- 3.17
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychology (publishedVersion)
- Research Online (University of Wollongong) (submittedVersion)
- Funders
- Australian Research Council
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
- Social Sciences › Education › Online and Blended Learning
- Keywords
- visual indicators, audio-visual instruction, cognitive load theory, visual search, geometry teaching, instructional modality
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