title: 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.
  
  
  OBJECTIVE
  The aim of this study was to test the generalisability of the modality and cueing effect in a classroom setting.
  
  
  METHODS
  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).
  
  
  METHODS
  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.
authors.affiliation: Educational Technology Expertise Centre, Open University of The Netherlands. tabbers@uvt.nl
authors.forename: Huib K
authors.initials: HK
authors.lastname: Tabbers
authors.forename: Rob L
authors.initials: RL
authors.lastname: Martens
authors.forename: Jeroen J G
authors.initials: JJ
authors.lastname: van Merriënboer
mesh_terms: D000328:Adult; D003071:Cognition; D003194:Computer-Assisted Instruction; D003463:Cues; D018961:Educational Technology / Q000295:instrumentation; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D011939:Mental Recall; D019212:Multimedia; D012107:Research Design; D013663:Teaching