Does the modality principle hold for different media? A test of the method-affects-learning hypothesis

By Roxana Moreno. Journal of Computer Assisted Learning, 2006

384 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d548b56abfc1d933cb8febca1949059ec8557d27

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments (2018, background): “…2014; Graesser, D'Mello, & Strain, 2014), models of technology acceptance (Davis, 1989), the cognitive-affective theory of learning with media (Moreno, 2006), Plass and Kaplan's (2016) integrated cognitive affective model of multimedia learning, and the control-value theory of achievement…”
Facilitators or suppressors: Effects of experimentally induced emotions on multimedia learning (2016, methodology): “The Cognitive-Affective Theory of Learning with Media (CATLM) integrates cognitive and affective aspects of learning with respect to multimedia research (Moreno, 2006; Moreno & Mayer, 2007).”
Intrinsic motivation of Chinese learning in predicting online learning self-efficacy and flow experience relevant to students’ learning progress (2017, methodology): “According to CATLM, the interplay of cognitive and affective variables can be considered as involving situational self-efficacy (Zuckerman & Gagne, 2003), learners’ motivational traits (Amabile, Hill, Hennessey, & Tighe, 1994), flow experience, and learning outcomes (Choi, Kim, & Kim, 2007).”
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).”
Instructor Clarity and Student Motivation: Academic Performance as A Product of Students’ Ability and Motivation to Process Instructional Material (2016, methodology): “In line with CATLM, our results revealed that student learning was maximized under conditions of high clarity and high motivation to process course material.”
Attention Cueing as a Means to Enhance Learning from an Animation (2007, result): “Alternatively, our latter explanation seems a more plausible explanation as it is in line with the idea that motivational factors may play a crucial role in learning by mediating the amount of cognitive processing (Moreno, 2006).”
Interactive Multimodal Learning Environments (2007, methodology): “3 According to the modality principle of instructional design (Low and Sweller 2005; Mayer 2001, 2005c; Moreno 2006b; Moreno and Mayer 1999a, 2002a, b), the most effective learning environments are those that combine verbal and non-verbal representations of the knowledge using mixed-modality…”
Meta-Analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study (2020, methodology): “The Cognitive Affective Theory of Learning with Media (CATLM; Moreno 2006) further elucidates the relationship between emotions and cognitive processes required for learning.”
Impact of class lecture webcasting on attendance and learning (2010, background): “... empirical studies have shown that ‘‘students learn better from words and pictures than from words alone.’’ (Mayer 2001, p. 184) Also the studies based on the theory have suggested that students learn better ‘‘when corresponding words and pictures are presented simultaneously rather than successi”
Four Ways of Considering Emotion in Cognitive Load Theory (2019, positive): “Moreno (2005, 2006) and Moreno and Mayer (2007) proposed a Cognitive-Affective Theory of Learning with Media (CATLM), which expanded CTML by considering affective mediation.”