Modality Principle
Overview
The modality principle states that low-experience learners are more successful with understanding a multimedia message when pictures are presented with spoken words rather than written text (Clark & Mayer, 2011). This principle helps to limit overload on the brain so deeper learning may occur. When graphics and audio are combined to present information, learners attend to the information through two separate processing channels. Graphics are processed by the visual channel and audio is processed by the auditory channel with each element taking its’ own path to the brain. When text is added to this equation, the visual channel becomes overloaded because the text and graphics overlap adding unnecessary complexity as they compete for the learner’s attention. Therefore, presenting graphics with audio narration alone is optimal for learning conditions as it leads to a more effective use of the working memory capacity helping the learner to “hold” the content and remember it for a longer time.
The modality principle states that low-experience learners are more successful with understanding a multimedia message when pictures are presented with spoken words rather than written text (Clark & Mayer, 2011). This principle helps to limit overload on the brain so deeper learning may occur. When graphics and audio are combined to present information, learners attend to the information through two separate processing channels. Graphics are processed by the visual channel and audio is processed by the auditory channel with each element taking its’ own path to the brain. When text is added to this equation, the visual channel becomes overloaded because the text and graphics overlap adding unnecessary complexity as they compete for the learner’s attention. Therefore, presenting graphics with audio narration alone is optimal for learning conditions as it leads to a more effective use of the working memory capacity helping the learner to “hold” the content and remember it for a longer time.
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Guidelines for Use
Guideline 1 - Graphics with Narration Over Written Text
Guideline 1 - Graphics with Narration Over Written Text
- Spoken words instead of on-screen text are best used when words are needed to simultaneously describe a corresponding graphic. Overload will not occur if words are presented in the absence of a concurrent graphic.
- It is especially important to use this principle when the information presented is difficult and/or delivered at a fast pace for the learner. If the learner is skilled and has control over the pacing of the information this principle is less relevant.
- Written words are beneficial under the following conditions: when presenting technical terms, information that is unfamiliar to the learner, not in the native language of the learner, needed for future reference and when steps or directions for a procedure are listed.
Good Examples of Use
Example 1- Benefits of a Bilingual Brain
Example 1- Benefits of a Bilingual Brain
- This video is a powerful example of the effectiveness of speech paired with animation. Text is incorporated, but only to introduce key terms and unfamiliar vocabulary and thus falling in line with principle guidelines.
- This video follows principle guidelines by presenting text in the absence of corresponding graphics and pictures accompanied by audio narration.
Helpful Resources
Resource 1 - Tips for Using Audio Narration Effectively
Resource 1 - Tips for Using Audio Narration Effectively
- When audio narration supports a graphic, it should be high-quality. This infographic outlines 6 key principles for using audio narration effectively in an e-learning environment.
- We know that graphics paired with audio narration improve learning, but how do you know that the specific visuals you’ve chosen are beneficial? This article provides guidelines for improving the visual quality of your e-learning resources.
- Did you know that low-fidelity graphics can have a cognitive advantage for your learners? Read this article to learn how you can create more effective visuals by abstracting and simplifying your graphics.
Research
Clark, R. C., & Mayer, R.E. (2011). Applying the modality principle: Present words as audio narration rather than on-screen text. In E-learning and the
science of instruction (pp. 115-121). San Francisco, CA: Wiley.
Izmirli, S., & Kurt, A. A. (2016). Effects of modality and pace on achievement, mental effort, and positive affect in multimedia learning environments.
Journal of Educational Computing Research, 54(3), 299-325. doi:10.1177/0735633115621921
Oberfoell, A., & Correia, A. (2016). Understanding the role of the modality principle in multimedia learning environments: Understanding the modality
principle. Journal of Computer Assisted Learning, 32(6), 607-617. doi:10.1111/jcal.12157Clark, D. (2004). Reigeluth`s elaboration theory for
instructional design. The Performance Juxtaposition Site.
Clark, R. C., & Mayer, R.E. (2011). Applying the modality principle: Present words as audio narration rather than on-screen text. In E-learning and the
science of instruction (pp. 115-121). San Francisco, CA: Wiley.
Izmirli, S., & Kurt, A. A. (2016). Effects of modality and pace on achievement, mental effort, and positive affect in multimedia learning environments.
Journal of Educational Computing Research, 54(3), 299-325. doi:10.1177/0735633115621921
Oberfoell, A., & Correia, A. (2016). Understanding the role of the modality principle in multimedia learning environments: Understanding the modality
principle. Journal of Computer Assisted Learning, 32(6), 607-617. doi:10.1111/jcal.12157Clark, D. (2004). Reigeluth`s elaboration theory for
instructional design. The Performance Juxtaposition Site.