Meta-Analysis of the Modality Effect.

By Paul Ginns. 2005

550 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/9156aa0fdd78066ec2bbd13764546126ff777b3e

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In Experimental and Cognitive Psychology

Citations in the corpus

Getting the point: Tracing worked examples enhances learning (2015, background): “have shown that students who learn from instructional materials using graphics with spoken text outperform those who learn from graphics with printed text (Ginns, 2005).”
Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research (2017, methodology): “Extraneous load can be reduced, for example, by the use of goal-free tasks (Ayres, 1993), worked examples (Renkl, 2002) and completion tasks (Van Merrienboer, Schuurman, de Croock, & Paas, 2002), by integrating different sources of information (Ginns, 2006), by using multiple modalities (Ginns, 2005”
How to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load (2008, background): “…of presentation has indicated that spoken verbal explanations are generally superior to written explanations, when used in combination with pictorial learning material (Mayer, 2005a; Moreno & Mayer, 1999; Mousavi, Low, & Sweller, 1995; Sweller et al., 1998; for a meta-analysis, see Ginns, 2005).”
Spatial Ability: Its Influence on Learning with Visualizations—a Meta-Analytic Review (2010, result): “This would have been in line with Dual Coding Theory (Paivio 1986) and Cognitive Theory of Multimedia Learning (Mayer 2001; 2005); that is, the modality effect (see Ginns 2005; Mayer and Anderson 1991).”
Where learning starts? A framework for thinking about lectures in university mathematics (2010, background): “1, but it is important to note that modern presentation methods, such as the provision of suitable handouts, can have a strong effect on students’ interest during lectures [23], while some modern research on working memory and the ‘modality effect’ [24,25] suggests that lectures, by using multiple c”
Cognitive load theory, educational research, and instructional design: some food for thought (2010, background): “The modality principle has been observed in a large set of studies, as can be gathered from several overviews on this principle (Ginns 2005; Mayer 2001; Moreno 2006).”
A Review of Research and a Meta-Analysis of the Seductive Detail Effect. (2012, methodology): “The meta-analysis was conducted on the basis of Rustenbach (2003) and will be described according to the meta-analyses in the field of research (e.g., Ginns, 2005; Ginns, 2006).”
A closer look at split visual attention in system- and self-paced instruction in multimedia learning (2010, methodology): “Ginns, 2005). For example, Tabbers (2002) implemented three conditions of pace in a multimedia instruction that comprised either written or spoken text.”
Eye tracking as a tool to study and enhance multimedia learning (2010, background): “With respect to the modality effect that is typically obtained under (fast) system-control conditions (cf. Ginns, 2005), the data of Schmidt-Weigand et al. suggest that even though learners with written text study the animations, the time available for inspecting them under fast systemcontrol…”
Cognitive Architecture and Instructional Design: 20 Years Later (2019, background): “Ginns (2005a) provided a meta-analysis of the modality effect that is still worth reading.”
The Extended Transportation-Imagery Model: A Meta-Analysis of the Antecedents and Consequences of Consumers' Narrative Transportation (2014, unknown): “…and visual texts compete for limited cognitive resources; thus, pictures and subtitles in movies interfere with each other, whereas pictorial information and auditory texts are processed in different cognitive subsystems without interference in original version or dubbed movies (Ginns 2005).”
Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design (2009, background): “…by physically integrating the two sources of information to reduce the need for mental integration (Chandler and Sweller 1991) or by presenting information in different modalities, that is, the combined use of visual and auditory channels (see Ginns 2005 for a review on the modality effect).”