The DOI matches its Crossref record; 18 of the 19 references it cites were found in a registry or an index.
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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
Citations
Cites
The magical number seven, plus or minus two: Some limits on our capacity for processing information.
Miller, G. A. (1956) · Psychological Review · doi:10.1037/h0043158 · Cited by 17,812
The magical number seven, plus or minus two: Some limits on our capacity for processing information.
Miller, G. A. (1994) · Psychological Review · doi:10.1037/0033-295x.101.2.343 · Cited by 17,563
Baddeley, A. (1992) · Science · doi:10.1126/science.1736359 · Cited by 5,258
Chase, W. G., & Simon, H. A. (1973) · Cognitive Psychology · doi:10.1016/0010-0285(73)90004-2 · Cited by 4,479
Cognitive load theory, learning difficulty, and instructional design
Sweller, J. (1994) · Learning and Instruction · doi:10.1016/0959-4752(94)90003-5 · Cited by 3,801
Self-citationCognitive Load Theory and the Format of Instruction
Chandler, P., & Sweller, J. (1991) · Cognition and Instruction · doi:10.1207/s1532690xci0804_2 · Cited by 2,894
Self-citationAdvances in the psychology of human intelligence
Eysenck, H. J. (1983) · Behaviour Research and Therapy · doi:10.1016/0005-7967(83)90111-0 · Cited by 1,590
Michelene, T. H., Glaser, R. A., & Rees, E. T. (1981) · Defense Technical Information Center (DTIC) · Cited by 1,529
Why Some Material Is Difficult to Learn
Sweller, J., & Chandler, P. (1994) · Cognition and Instruction · doi:10.1207/s1532690xci1203_1 · Cited by 1,455
Self-citationReducing cognitive load by mixing auditory and visual presentation modes.
Mousavi, S. Y., Low, R., & Sweller, J. (1995) · Journal of Educational Psychology · doi:10.1037/0022-0663.87.2.319 · Cited by 995
Self-citation
Research works printed but not linked: 1
- 1988, SPSS‐X User's Guide,
Cited by
Sorted by citations
The Psychology of Learning and Motivation
Ross, B. H. (2012) · Cited by 2,631
Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_4 · Cited by 1,927
Self-citationMultimedia Learning: SUBJECT INDEX
Mayer, R. E. (2001) · Cited by 1,175
Learning from Examples: Instructional Principles from the Worked Examples Research
Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. W. (2000) · Review of Educational Research · doi:10.3102/00346543070002181 · Cited by 1,109
Beliefs and data on the relationship between consistency and accuracy of eyewitness testimony
Brewer, N., Potter, R., Fisher, R. P., Bond, N. W., & Luszcz, M. A. (1999) · Applied Cognitive Psychology · doi:10.1002/(sici)1099-0720(199908)13:4 · Cited by 117
Self-citationUsing multimedia for e‐learning
Mayer, R. E. (2017) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12197 · Cited by 747
Meta-analysis of the modality effect
Ginns, P. (2005) · Learning and Instruction · doi:10.1016/j.learninstruc.2005.07.001 · Cited by 547
Evolution of human cognitive architecture
Sweller, J. (2003) · Psychology of Learning and Motivation · doi:10.1016/s0079-7421(03)01015-6 · Cited by 511
Self-citationIncorporating learner experience into the design of multimedia instruction.
Kalyuga, S., Chandler, P., & Sweller, J. (2000) · Journal of Educational Psychology · doi:10.1037/0022-0663.92.1.126 · Cited by 525
“Jeung, Chandler, and Sweller (1997) demonstrated that dual-mode presentations enhanced learning only by eliminating an extensive visual search when coordinating auditory and visual information.”
BackgroundSelf-citationMultimedia instructions and cognitive load theory: Effects of modality and cueing
Tabbers, H. K., Martens, R. L., & Van Merriënboer, J. J. G. (2004) · British Journal of Educational Psychology · doi:10.1348/000709904322848824 · Cited by 478
“For example, Jeung et al. (1997), Mousavi et al. (1995) and Tindall-Ford et al. (1997) used visual-only instructions in which all explanatory text was printed next to the diagram and compared it to instructions in which the students only saw the picture and could listen to the explanation.”
BackgroundMethodOptimizing learning from examples using animated pedagogical agents.
Atkinson, R. K. (2002) · Journal of Educational Psychology · doi:10.1037/0022-0663.94.2.416 · Cited by 472
“As suggested, the agent appeared to function as a visual indicator—akin to the electronic flashing used by Jeung et al. (1997)—by using gesture and gaze to guide learners’ attention to the relevant material.”
BackgroundSweller, J. (2004) · Instructional Science · doi:10.1023/b:truc.0000021808.72598.4d · Cited by 470
“Demonstrations of the modality effect may be found in Jeung, Chandler, and Sweller (1997); Mayer and Moreno (1998); Moreno and Mayer (1999); Mousavi, Low, and Sweller (1995); Tindall-Ford, Chandler, and Sweller (1997).”
BackgroundSelf-citationde Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2009) · Educational Psychology Review · doi:10.1007/s10648-009-9098-7 · Cited by 428
“In addition, cueing only improves retention and transfer performance if the visualization is very complex and cannot be understood without cues that guide learners’ processing (Jeung et al. 1997).”
BackgroundResultInfluentialMayer, R. E. (2005) · Cambridge University Press eBooks · doi:10.1017/cbo9780511816819.013 · Cited by 410
Moreno, R. (2006) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2006.00170.x · Cited by 395
Cook, M. P. (2006) · Science Education · doi:10.1002/sce.20164 · Cited by 538
Mayer, R. E., & Fiorella, L. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139547369.015 · Cited by 411
Cognitive load theory, modality of presentation and the transient information effect
Leahy, W., & Sweller, J. (2011) · Applied Cognitive Psychology · doi:10.1002/acp.1787 · Cited by 344
Self-citationSignaling in virtual reality influences learning outcome and cognitive load
Albus, P., Vogt, A., & Seufert, T. (2021) · Computers & Education · doi:10.1016/j.compedu.2021.104154 · Cited by 393
Attention guidance in learning from a complex animation: Seeing is understanding?
de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & PAAS, F. G. W. C. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.02.010 · Cited by 332
Mayer, R. E. (2005) · Cambridge University Press eBooks · doi:10.1017/cbo9780511816819.012 · Cited by 295
Attention cueing as a means to enhance learning from an animation
de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & PAAS, F. G. W. C. (2007) · Applied Cognitive Psychology · doi:10.1002/acp.1346 · Cited by 302
The Modality Principle in Multimedia Learning
Low, R., & Sweller, J. (2005) · Cambridge University Press eBooks · doi:10.1017/cbo9780511816819.010 · Cited by 286
Self-citationWhy does signaling enhance multimedia learning? Evidence from eye movements
Özçelik, E., Arslan‐Ari, I., & Çağıltay, K. (2009) · Computers in Human Behavior · doi:10.1016/j.chb.2009.09.001 · Cited by 296
“Second, consistent with previous research on signaling (Jeung et al., 1997; Kalyuga et al., 1999; Tabbers et al., 2004) signaling facilitated the efficiency and the effectiveness of visual search to find necessary information.”
BackgroundResultInfluentialA meta-analysis of how signaling affects learning with media
Schneider, S., Beege, M., Nebel, S., & Rey, G. D. (2018) · Educational Research Review · doi:10.1016/j.edurev.2017.11.001 · Cited by 268
Using animations and visual cueing to support learning of scientific concepts and processes
Lin, L., & Atkinson, R. K. (2010) · Computers & Education · doi:10.1016/j.compedu.2010.10.007 · Cited by 289
Reading information graphics: The role of spatial contiguity and dual attentional guidance
Holšánová, J., Holmberg, N., & Holmqvist, K. (2008) · Applied Cognitive Psychology · doi:10.1002/acp.1525 · Cited by 286
“Furthermore, attention allocation to relevant parts of a complex presentation can be directed by textual reference to the illustration, by a keyword or label, by graphical means such asarrows,pointers and speechbubbles,or colourcoding(De Koning,Tabbers, Rikers, & Paas, 2007; Folker, Sichelschmidt, & Ritter, 2005; Jeun…”
Design factors for educationally effective animations and simulations
Plass, J. L., Homer, B. D., & Hayward, E. O. (2009) · Journal of Computing in Higher Education · doi:10.1007/s12528-009-9011-x · Cited by 267
“The effectiveness of cueing has been established primarily for text-based materials (Lorch 1989) and for static visuals (Dwyer 1978; Jeung et al. 1997).”
BackgroundMarcus, N., Cooper, M., & Sweller, J. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.1.49 · Cited by 244
Self-citationAn eye-tracking study of how color coding affects multimedia learning
Özçelik, E., Yılmaz, T. K., Kurşun, E., & Çağıltay, K. (2009) · Computers & Education · doi:10.1016/j.compedu.2009.03.002 · Cited by 261
“Jeung, Chandler, and Sweller (1997) demonstrated that electronic flashing that signaled visual referents of spoken text facilitated learning when it was hard for participants to find necessary information.”
BackgroundSignaling text-picture relations in multimedia learning: A comprehensive meta-analysis
Richter, J., Scheiter, K., & Eitel, A. (2016) · Educational Research Review · doi:10.1016/j.edurev.2015.12.003 · Cited by 242
Instructional aids to support a conceptual understanding of multiple representations.
Berthold, K., & Renkl, A. (2009) · Journal of Educational Psychology · doi:10.1037/a0013247 · Cited by 248
The Signaling (or Cueing) Principle in Multimedia Learning
van Gog, T. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139547369.014 · Cited by 234
“However, Jeung, Chandler, and Sweller (1997) showed that under conditions of high visual search, using spoken text was no more effective than written text, unless cueing was provided (i.e., fl ashing) that guided attention to the right place at the right time, which had a positive effect on…”
InfluentialHow to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load
Wouters, P., Paas, F., & van Merriënboer, J. J. G. (2008) · Review of Educational Research · doi:10.3102/0034654308320320 · Cited by 224
The Worked-Out Examples Principle in Multimedia Learning
Renkl, A. (2005) · Cambridge University Press eBooks · doi:10.1017/cbo9780511816819.016 · Cited by 231
When auditory presentations should and should not be a component of multimedia instruction
Leahy, W., Chandler, P., & Sweller, J. (2003) · Applied Cognitive Psychology · doi:10.1002/acp.877 · Cited by 210
“Previous research in this domain has been completed by Jeung et al. (1997), Kalyuga et al. (1999); Mayer (1997); Mayer and Moreno (1998); Mayer (2001); Moreno and Mayer (1999); Mousavi et al. (1995) and Tindall-Ford et al. (1997).”
BackgroundMethodSelf-citationMcLoughlin, C. (1999) · Australasian Journal of Educational Technology · doi:10.14742/ajet.1859 · Cited by 197
Research into Cognitive Load Theory and Instructional Design at UNSW
Cooper, G. A. (2008) · Cited by 196
An eye-tracking study of cueing effects in multimedia learning
Jamet, É. (2013) · Computers in Human Behavior · doi:10.1016/j.chb.2013.11.013 · Cited by 205
Gamification and Education: Achievements, Cognitive Loads, and Views of Students
Turan, Z., Avinc, Z., Kara, K., & Göktaş, Y. (2016) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v11i07.5455 · Cited by 226
“Therefore, decreasing factors that boost cognitive loads in the learning environment is suggested (Jeung, Chandler, & Sweller, 1997).”
BackgroundBerthold, K., Eysink, T. H. S., & Renkl, A. (2009) · Instructional Science · doi:10.1007/s11251-008-9051-z · Cited by 238
“This combined flashing and color-coding procedure (Jeung et al. 1997; Kalyuga et al. 1999) was intended to prevent distracting visual search processes (Ayres and Sweller 2005).”
MethodFostering multimedia learning of science: Exploring the role of an animated agent’s image
Dunsworth, Q., & Atkinson, R. K. (2007) · Computers & Education · doi:10.1016/j.compedu.2005.11.010 · Cited by 178
Mayer, R. E., & Moreno, R. (2010) · Cambridge University Press eBooks · doi:10.1017/cbo9780511844744.009 · Cited by 194
Studying Visual Displays: How to Instructionally Support Learning
Renkl, A., & Scheiter, K. (2015) · Educational Psychology Review · doi:10.1007/s10648-015-9340-4 · Cited by 177
Scheiter, K., & Eitel, A. (2014) · Learning and Instruction · doi:10.1016/j.learninstruc.2014.11.002 · Cited by 173
Effects of observing the instructor draw diagrams on learning from multimedia messages.
Fiorella, L., & Mayer, R. E. (2015) · Journal of Educational Psychology · doi:10.1037/edu0000065 · Cited by 176
Attention guiding in multimedia learning
Jamet, É., Gavota, M., & Quaireau, C. (2007) · Learning and Instruction · doi:10.1016/j.learninstruc.2007.01.011 · Cited by 176
“This assumption was confirmed by the study conducted by Jeung, Chandler, and Sweller (1997).”
Influentialvan Merriënboer, J. J. G., & Kester, L. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139547369.007 · Cited by 162
Interactivity in Video-based Models
Wouters, P., Tabbers, H. K., & Paas, F. (2007) · Educational Psychology Review · doi:10.1007/s10648-007-9045-4 · Cited by 145
“…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).”
BackgroundMayer, R. E., & Pilegard, C. (2014) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9781139547369.016 · Cited by 212
Mayer, R. E. (2013) · Springer eBooks · doi:10.1007/978-1-4614-3185-5_31 · Cited by 172
Learning and understanding science instructional material.
Carlson, R., Chandler, P., & Sweller, J. (2003) · Journal of Educational Psychology · doi:10.1037/0022-0663.95.3.629 · Cited by 144
Self-citationEffects of segmenting, signalling, and weeding on learning from educational video
Ibrahim, M. M., Antonenko, P., Greenwood, C., & Wheeler, D. (2011) · Learning Media and Technology · doi:10.1080/17439884.2011.585993 · Cited by 169
Student Learning: What Has Instruction Got to Do With It?
Lee, H. S., & Anderson, J. R. (2012) · Annual Review of Psychology · doi:10.1146/annurev-psych-113011-143833 · Cited by 150
Choi, S., & Clark, R. E. (2006) · Journal of Educational Computing Research · doi:10.2190/a064-u776-4208-n145 · Cited by 136
“However, even replacing onscreen text with spoken text may not be enough to overcome the split attention effect if learners have to mentally connect the visual information which the agent is presenting and the aural information delivered through the spoken text (Jeung, Chandler, & Sweller, 1997).”
BackgroundApplying the Science of Learning to Multimedia Instruction
Mayer, R. E. (2011) · The Psychology of learning and motivation/The psychology of learning and motivation · doi:10.1016/b978-0-12-387691-1.00003-x · Cited by 159
Johnson, A. M., Özoğul, G., & Martin Reisslein, B. (2014) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12078 · Cited by 129
“Additionally, some evidence suggests that visual signalling may only promote learning when the instructional material is sufficiently complex (Jeung et al., 1997).”
BackgroundYang, J., Li, Y., Calic, G., & Shevchenko, A. (2020) · Journal of Business Research · doi:10.1016/j.jbusres.2020.05.008 · Cited by 125
Sung, E., & Mayer, R. E. (2013) · Computers in Human Behavior · doi:10.1016/j.chb.2012.10.022 · Cited by 116
Mattis, K. V. (2014) · Technology Knowledge and Learning · doi:10.1007/s10758-014-9238-0 · Cited by 131
“Based on the extensive meta-analysis conducted by Ginns (2005), studies that incorporated the modality principle were done in mathematical problem solving environments and presented results with strong effect sizes (Atkinson 2005; Ginns 2005; Jeung et al. 1997; Mayer 2009).”
MethodThe effect of redundant text in multimedia instruction
Jamet, É., & Bohec, O. L. (2006) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2006.07.001 · Cited by 116
Khalil, M. K., PAAS, F. G. W. C., Johnson, T. E., & Payer, A. F. (2005) · The Anatomical Record Part B The New Anatomist · doi:10.1002/ar.b.20077 · Cited by 119
Wang, X., Lin, L., Han, M., & Spector, J. M. (2020) · Computers in Human Behavior · doi:10.1016/j.chb.2020.106279 · Cited by 121
Dinçer, S., & Doğanay, A. (2017) · Computers & Education · doi:10.1016/j.compedu.2017.04.005 · Cited by 120
The Modality Principle in Multimedia Learning
Low, R., & Sweller, J. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139547369.012 · Cited by 118
Self-citationJohnson, A. M., Özoğul, G., Moreno, R., & Martin Reisslein, B. (2013) · Journal of Engineering Education · doi:10.1002/jee.20009 · Cited by 108
Schweppe, J., & Rummer, R. (2013) · Educational Psychology Review · doi:10.1007/s10648-013-9242-2 · Cited by 106
“complex or ill-structured (see also Dodd and Antonenko 2012; Jeung et al. 1997).”
Instructional benefits of spoken words: A review of cognitive load factors
Kalyuga, S. (2012) · Educational Research Review · doi:10.1016/j.edurev.2011.12.002 · Cited by 93
The role of working memory components in multimedia comprehension
Gyselinck, V., Jamet, É., & Dubois, V. (2008) · Applied Cognitive Psychology · doi:10.1002/acp.1411 · Cited by 100
“A number of studies have shown that spatial visualization ability influences the comprehension of texts and learning (Friedman & Miyake, 2000; Haenggi, Kintsch, & Gernsbacher, 1995; Hegarty & Sims, 1994; Hegarty & Steinhoff, 1997; Mayer & Sims, 1994).”
BackgroundAttention cueing in an instructional animation: The role of presentation speed
de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & PAAS, F. G. W. C. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.05.010 · Cited by 99
Using transparent whiteboards to boost learning from online STEM lectures
Stull, A. T., Fiorella, L., Gainer, M. J., & Mayer, R. E. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.02.005 · Cited by 90
Learning with animation and illusions of understanding.
Paik, E. S., Sr., & Schraw, G. J. (2012) · Journal of Educational Psychology · doi:10.1037/a0030281 · Cited by 84
“Jeung et al. (1997) demonstrated that the degree of highlighting effect is dependent on the complexity of the image.”
BackgroundMethodInfluentialUsing Virtual Peers to Guide Visual Attention During Learning
Moreno, R., Reislein, M., & Özoğul, G. (2010) · Journal of Media Psychology Theories Methods and Applications · doi:10.1027/1864-1105/a000008 · Cited by 82
Coherence formation when learning from text and pictures: What kind of support for whom?
Bartholomé, T., & Bromme, R. (2009) · Journal of Educational Psychology · doi:10.1037/a0014312 · Cited by 84
Khalil, M. K., Paas, F., Johnson, T. E., & Payer, A. F. (2005) · The Anatomical Record Part B: The New Anatomist · doi:10.1002/ar.b.20078 · Cited by 79
van Merriënboer, J. J. G., & Kester, L. (2005) · Cambridge University Press eBooks · doi:10.1017/cbo9780511816819.006 · Cited by 83
How Multimedia Can Improve Learning and Instruction
Mayer, R. E. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108235631.019 · Cited by 97
An examination of two mental workload measurement approaches to understanding multimedia learning
Wiebe, E., Roberts, E., & Behrend, T. S. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2009.12.006 · Cited by 85
Xie, H., Wang, F., Hao, Y., Chen, J., An, J., Wang, Y., & Liu, H. (2017) · PLoS ONE · doi:10.1371/journal.pone.0183884 · Cited by 93
Effects of visual cues and self-explanation prompts: empirical evidence in a multimedia environment
Lin, L., Atkinson, R. K., Savenye, W. C., & Nelson, B. C. (2014) · Interactive Learning Environments · doi:10.1080/10494820.2014.924531 · Cited by 81
“…by reducing irrelevant visual search activities (Amadieu, Mariné, & Laimay, 2011; Boucheix & Guignard, 2005; Jamet, Gavota, & Quaireau, 2008; Jeung, Chandler, & Sweller, 1997; Kalyuga, Chandler, & Sweller, 1999; de Koning, Tabbers, Rikers, & Paas, 2007, 2010c; Lin & Atkinson, 2011; for…”
Applying cognitive load theory to the design of web-based instruction
Feinberg, S., & Murphy, M. (2000) · International Professional Communication Conference · doi:10.5555/504800.504855 · Cited by 71
Stiller, K. D., Freitag, A., Zinnbauer, P., & Freitag, C. (2009) · Australasian Journal of Educational Technology · doi:10.14742/ajet.1149 · Cited by 73
“The superiority of spoken texts was demonstrated in multiple studies (Ginns, 2005; Low & Sweller, 2005) and observed in various measures: less mental effort with spoken words while learning (Tabbers, 2002; Tindall-Ford, Chandler & Sweller, 1997; van Gerven, 2002), less time on solving or answering performance tasks (…”
BackgroundRhetorical relations in multimodal documents
Taboada, M., & Habel, C. U. (2013) · Discourse Studies · doi:10.1177/1461445612466468 · Cited by 66
“There is extensive research on different aspects of multimodality, from its reception and its effect on learning and recall (Holsanova et al., 2009; Mayer, 2009; Moreno and Mayer, 1999), to the particular aspects of layout, design, and links between different modes (Jeung et al., 1997).”
BackgroundRelationship Between Visual and Nonvisual Solution Methods and Difficulty in Elementary Mathematics
Lowrie, T. J., & Kay, R. (2001) · The Journal of Educational Research · doi:10.1080/00220670109598758 · Cited by 67
Does the Modality Effect Exist? and if So, Which Modality Effect?
Reinwein, J. (2011) · Journal of Psycholinguistic Research · doi:10.1007/s10936-011-9180-4 · Cited by 63
“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 64
Schüler, A., Scheiter, K., Rummer, R., & Gerjets, P. H. (2011) · Learning and Instruction · doi:10.1016/j.learninstruc.2011.08.001 · Cited by 66
“(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 65
The modality of text in multimedia instructions:Refining the design guidelines.
Tabbers, H. K. (2002) · DSpace (Open University in the Netherlands) · Cited by 59
Khalil, M. K., Nelson, L. D., & Kibble, J. D. (2010) · Anatomical Sciences Education · doi:10.1002/ase.177 · Cited by 57
“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 67
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 77
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 65
“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
Saran, M., Seferoğlu, G., & Çağıltay, K. (2012) · OpenMETU (Middle East Technical University) · Cited by 54
Huk, T., Steinke, M., & Floto, C. (2009) · Instructional Science · doi:10.1007/s11251-009-9116-7 · Cited by 58
“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 57
“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
“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
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 52
Metadata
- 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
