EDUC 633 - E-Learning and the Science of Instructions

Course: EDUC 633 – Principles of Design & Mgmt. in Distance Education 

E-Learning and the Science of Instructions – Chapter 6 – Applying the Modality Principle:

This document will summarize chapter 6, “Applying the Modality Principle: Present Words as Audio Narration Rather than On-Screen Text”; written by Ruth C. Clark and Richard E. Mayer (2008).

Modality Principle

The modality principle is concerns with using more than one type context for learning. Chapter 6, “Applying the Modality Principle: Present Words as Audio Narration Rather than On-Screen Text”, emphases the use of text, visual, and audio for e-learning. The information contained in this chapter is based on observed evidence that revealed greater learning gains from using audio instead of on-screen text to describe graphics. Furthermore, the use of audio presentation has a psychological advantage due to incoming information because there is a split between two cognitive channels (auditory channel and visual channel) (Clark & Mayer, 2008, p. 116).

Modality Principle: Present Words as Speech Rather Than On-Screen Text

Whenever presenting graphics (animation, video, or statics frames) it is best to teach them with spoken words as well as text on screen to help e-learners gasp both simultaneously. Moreover, it is best to avoid e-learning courses that deliver presentations that contain complex graphics with only text because the information can cause a cognitive overload. As mentioned earlier, there is a great need for verbal clarification when there is text and multidimensional graphics. This recommendation is based on possible overload of visual/pictorial channel when graphics and printed words should be simultaneously processed by the learner. For a greater learning experience e-learning courses should be designed to lessen learner’s chances of overloading visual/pictorial channels. It is essential to consider and apply the modality principle when designing a multimedia course (Clark & Mayer, 2008, p. 117-118).

.

Limitations to the Modality Principle

Certain learning environments prevent the use of the modality principle from being applied due to technological demands such as bandwidth, hardware, sound cards, and headset. Plus, the implementation of sound mechanism is associated with unreasonable expenses. Certainly, it is profoundly important to contemplate and apply the modality principle when planning a multimedia course (Clark & Mayer, 2008, p. 119-120).

.

Psychological Reason for the Modality Principle

There are psychological reasons for considering the modality principle when designing and implementing a multimedia e-learning course; which are based on how human learn and how they process information using the cognitive theory.  The human brain is made up of two information processing channels; visual / pictorial processing and auditory / verbal processing. When information is presented simultaneously the learners may not process the information adequately due to visual channel being overloaded. The overload can be reduced if words are used to explain the complex crucial graphic information as well as having text on the multimedia screen (Clark & Mayer, 2008, p. 121-123).

.

When the Modality Principle Applies

The purpose of using the modality principle is to reduce cognitive overload in learners. This technique and process will not be used all the time; however, it is suggested to use the modality principle when presenting crucial complex graphics and text that must be processed simultaneously. It is important for some terms, unfamiliar words, and technical language to be displayed and verbally spoken to assist learners in processing e-leaning information (Clark & Mayer, 2008, p. 128).

Reflection

I concur with everything I read in this chapter on modality principle. I did not know about the modality principle prior to this reading this chapter; however, all the information applies to my learning style. As for me, I require verbal, text, and graphical images for me to learn complex information. As for a change in my view or ideas pertaining to e-learning and teaching, this chapter helped me to realize it is normal to need verbal spoke words, text, and graphical images to improve learning. This view is relevant to the ISD project because this chapter reinforce the need for words as well as graphics to learn. I have always taught the way I learn; especially since I work at an alternative school and most of my students are visual and hands-on. After graduation, I will continue to use verbal explanations, text, and graphical images to help students learn and place information into long-term memory.

References

Clark, R. C., & Mayer, R. E. (2008). Applying the modality principle: Present words as audio narration rather than on-screen text. In E-learning and the science of instruction (3rd ed., pp. 114-131). San Francisco, CA: Pfeiffer - An Imprint of Wiley.