Multimedia instructions and cognitive load theory: Effects of modality and cueing
Abstract
Background: Recent research on the influence of presentation format on the effectiveness of multimedia instructions has yielded some interesting results. According to cognitive load theory (Sweller, Van Merriënboer, & Paas, 1998) and Mayer's theory of multimedia learning (Mayer, 2001), replacing visual text with spoken text ( the modality effect ) and adding visual cues relating elements of a picture to the text ( the cueing effect ) both increase the effectiveness of multimedia instructions in terms of better learning results or less mental effort spent. Aims: The aim of this study was to test the generalisability of the modality and cueing effect in a classroom setting. Sample: The participants were 111 second‐year students from the Department of Education at the University of Gent in Belgium (age between 19 and 25 years). Method: The participants studied a web‐based multimedia lesson on instructional design for about one hour. Afterwards they completed a retention and a transfer test. During both the instruction and the tests, self‐report measures of mental effort were administered. Results: Adding visual cues to the pictures resulted in higher retention scores, while replacing visual text with spoken text resulted in lower retention and transfer scores. Conclusions: Only a weak cueing effect and even a reverse modality effect have been found, indicating that both effects do not easily generalise to non‐laboratory settings. A possible explanation for the reversed modality effect is that the multimedia instructions in this study were learner‐paced, as opposed to the system‐paced instructions used in earlier research.
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Reconsidering the standard structure of teaching sessions may be beneficial.
“This study has shown that reconsidering the standard structure of teaching sessions may be beneficial [12].”
From Teaching a single manual therapy technique at a time reduces cognitive load in physiotherapy students: a randomized controlled educational study (2025) · cites this paper as [12]
Visual cues aid learning in multimedia instructions resulting in higher retention scores.
“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 Tabbers et al. 2004
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- Authors
- Tabbers, H. K., Martens, R. L., & Van Merriënboer, J. J. G.
- Affiliations
- Open University of the Netherlands (NL)
- Corresponding author
- Tabbers, Huib K.
- Venue
- British Journal of Educational Psychology
- Publisher
- Wiley
- Published
- 2004-03
- Volume
- 74
- Issue
- 1
- Pages
- 71-81
- ISSN
- 0007-0998 (ISSN-L)
- 2044-8279
- OpenAlex
- W2108309120
- Cited by
- 478
- References
- 20
- Citations by year
- 2026: 17 · 2025: 16 · 2024: 15 · 2023: 20 · 2022: 14 · 2021: 30 · 2020: 29 · 2019: 18 · 2018: 18 · 2017: 19 · 2016: 26 · 2015: 20 · 2014: 30 · 2013: 32 · 2012: 35
- FWCI
- 19.92
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- British Journal of Educational Psychology (publishedVersion)
- PubMed (publishedVersion)
- EUR Research Repository (Erasmus University Rotterdam) (publishedVersion)
- EUR Research Repository (Erasmus University Rotterdam) (submittedVersion)
- DSpace (Open University in the Netherlands) (submittedVersion)
- Funders
- University of California, Santa Barbara
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Online and Blended Learning
- Keywords
- multimedia teaching, cognitive load theory, modality effects, cueing effects, visual cues, retention, transfer, cognitive effort, instructional design, web-based learning
- MeSH terms
- Adult, Cognition, Computer-Assisted Instruction, Cues, Female, Humans, Learning, Male, Mental Recall, Research Design, Teaching, Educational Technology, Multimedia
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