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Divided attention to eye and ear
- Publisher
- American Psychological Association
- Copyright
- Copyright © 1999 American Psychological Association
- ISSN
- 0022-0663
- eISSN
- 1939-2176
- DOI
- 10.1037/0022-0663.91.2.358
- Publisher site
- See Article on Publisher Site
Abstract
Students viewed a computer animation depicting the processof lightning. In Experiment 1, they concurrently viewed on-screentext presented near the animation or far from the animation, orconcurrently listened to a narration. In Experiment 2, theyconcurrently viewed on-screen text or listened to a narration,viewed on-screen text following or preceding the animation, orlistened to a narration following or preceding the animation.Learning was measured by retention, transfer, and matching tests.Experiment 1 revealed a spatial-contiguity effect in which studentslearned better when visual and verbal materials were physicallyclose. Both experiments revealed a modality effect in which studentslearned better when verbal input was presented auditorily as speechrather than visually as text. The results support 2 cognitiveprinciples of multimedia learning.
Journal
Journal of Educational Psychology – American Psychological Association
Published: Jun 1, 1999