Cited by 295Visual and Cognitive Learning ProcessesLearning Styles and Cognitive DifferencesOnline and Blended Learning

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The Role of Visual Indicators in Dual Sensory Mode Instruction

Jeung, Hyun‐Ju, Chandler, Paul, Sweller, John·1997·Educational Psychology

DOI 10.1080/0144341970170307

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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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“For example, the ‘modality effect’ - using both auditory and visual channels – increases the capacity of working memory, and facilitates more effective learning (Jeung, Chandler, & Sweller, 1997; Mousavi, Low, & Sweller, 1995; Tindall-Ford, Chandler, & Sweller, 1997).”
Teaching Geometry to Students With Learning Disabilities: Introduction to the Special Series
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“Identified cognitive factors include spatial abilities (Clements et al., 1997; Geary, 1996; Jeung et al., 1997; Kyttälä & Lehto, 2008; Purcell & Gero, 1998; Spelke et al., 2010; Verstijnen et al., 1998), fluid intelligence and reasoning skills (Battista, 1990; Dawkins, 2015; Giofrè et al., 2014),…”
Background
Mobiles & ICT Based Interventions for Learning Difficulties in Geometry
Galitskaya, V., & Drigas, A. S. (2023) · International Journal of Engineering Pedagogy (iJEP) · doi:10.3991/ijep.v13i4.36309 · Cited by 8
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TEL Methods Used for the Learning of Clinical Neuroanatomy
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Assessment of Cognitive Load in Multimedia Learning
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Effects of background context and signaling on comprehension recall and cognitive load: The perspective of cognitive load theory
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“Jeung, Chandler, and Sweller [43] developed geometry learning material with high and low visual search requirements.”
BackgroundResultInfluential
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Self-citation
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“…2007), changing a word’s font style to boldface in a text (e.g., Mautone & Mayer, 2001), flashing to connect related elements (Craig et al., 2002; Jeung et al., 1997), giving related elements the same color (Kalyuga et al., 1999), providing orienting cues Page 9 of 25 like gestures as guides…”
Background
La compréhension des documents complexes
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Impact of the format of user instructions on the handling of a wrist blood pressure monitor
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“That guiding a player’s attention to relevant information can be done by cues and that this improves the learning of instructional multimedia material (but not games), has already been shown by Jeung, Chandler and Sweller [17].”
Background
Learning from a Multimedia Explanation: A Comparison of Static Pictures and Animation
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“temporal contiguity effect, Mayer & Anderson, 1991, 1992; or the split-attention effect, Jeung, Chandler, & Sweller, 1997; Sweller, 1999).”
Background
E-learning and Blindness: evaluating the quality of the learning experience to inform policy and practice
Evans, S. (2009) · University of Birmingham Institutional Research Archive (University of Birmingham) · Cited by 6

Authors: Jeung, H., Chandler, P., & Sweller, J.
Affiliations: UNSW Sydney (AU)
Corresponding author: Chandler, Paul
ORCID: Chandler, Paul
Sweller, John
Venue: Educational Psychology
Publisher: Informa UK Limited
Published: 1997-09
Volume: 17
Issue: 3
Pages: 329-345
ISSN: 0144-3410 (ISSN-L)
1469-5820
DOI: 10.1080/0144341970170307
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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The Role of Visual Indicators in Dual Sensory Mode Instruction

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