Investigating the Effects of Modality and Multimedia on the Learning Performance of College Students With Dyslexia

There has been a lack of research on how people with individual differences learn with multimedia materials, in particular with regard to individuals with dyslexia. Dyslexia is a learning disability characterized by subpar ability in reading, spelling, writing, word recognition, and phonological dec...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Journal of special education technology 2018-09, Vol.33 (3), p.182-193
Hauptverfasser: Wang, Jiahui, Dawson, Kara, Saunders, Kendra, Ritzhaupt, Albert D., Antonenko, Pavlo “Pasha”, Lombardino, Linda, Keil, Andreas, Agacli-Dogan, Nihan, Luo, Wenjing, Cheng, Li, Davis, Robert O.
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page 193
container_issue 3
container_start_page 182
container_title Journal of special education technology
container_volume 33
creator Wang, Jiahui
Dawson, Kara
Saunders, Kendra
Ritzhaupt, Albert D.
Antonenko, Pavlo “Pasha”
Lombardino, Linda
Keil, Andreas
Agacli-Dogan, Nihan
Luo, Wenjing
Cheng, Li
Davis, Robert O.
description There has been a lack of research on how people with individual differences learn with multimedia materials, in particular with regard to individuals with dyslexia. Dyslexia is a learning disability characterized by subpar ability in reading, spelling, writing, word recognition, and phonological decoding. This population could potentially benefit from multimedia learning materials according to the cognitive theory of multimedia learning and Orton–Gillingham multisensory instructional approach. This study examined how learning in four multimedia conditions influences dyslexic college students’ ability to recall and recognize information. Seventy-three college students with dyslexia were assigned to one of the four conditions that integrated the modality (spoken text vs. on-screen text) and multimedia (picture present vs. picture absent) principles. They completed a cued-recall and a content recognition test. The results indicated pictures facilitated recognition, which validated the multimedia principle. On-screen text led to a superior performance in recall and recognition compared to spoken text. This finding suggested the modality principle did not hold for participants with dyslexia in this study, which is especially surprising given that dyslexics have difficulty processing written text. Possible explanations of the findings are discussed.
doi_str_mv 10.1177/0162643418754530
format Article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2075222276</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1185854</ericid><sage_id>10.1177_0162643418754530</sage_id><sourcerecordid>2075222276</sourcerecordid><originalsourceid>FETCH-LOGICAL-c331t-732b6396a719a867670f0b2bd324b732dd5a52ab6ede5585527b321e3d4191353</originalsourceid><addsrcrecordid>eNp1kM1LxDAQxYMouK7evQgBz9VM0jTdo6yrrqwoqHgsaTNdI91Wk1Tc_97UFQXBuczh996bD0IOgZ0AKHXKIONZKlLIlUylYFtkxEUOiQAO22Q04GTgu2TP-xfGgLNcjoibt-_og13qYNslDc9IZ3WNVfC0q-lNZ3Rjw5rq1tCbvgl2hcZq2rVfygVq1w62O3R151a6rXCwTbumwSXS-9AbbGPUkw3P9HztG_ywep_s1LrxePDdx-TxYvYwvUoWt5fz6dkiqYSAkCjBy0xMMq1govNMZYrVrOSlETwtIzRGasl1maFBKXMpuSoFBxQmhQkIKcbkeJP76rq3Ph5ZvHS9a-PIgjMleSyVRRXbqCrXee-wLl6dXWm3LoAVw2eLv5-NlqONBZ2tfuSza4A87pFGnmy410v8Hfpv3idLEoDg</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2075222276</pqid></control><display><type>article</type><title>Investigating the Effects of Modality and Multimedia on the Learning Performance of College Students With Dyslexia</title><source>SAGE Complete A-Z List</source><creator>Wang, Jiahui ; Dawson, Kara ; Saunders, Kendra ; Ritzhaupt, Albert D. ; Antonenko, Pavlo “Pasha” ; Lombardino, Linda ; Keil, Andreas ; Agacli-Dogan, Nihan ; Luo, Wenjing ; Cheng, Li ; Davis, Robert O.</creator><creatorcontrib>Wang, Jiahui ; Dawson, Kara ; Saunders, Kendra ; Ritzhaupt, Albert D. ; Antonenko, Pavlo “Pasha” ; Lombardino, Linda ; Keil, Andreas ; Agacli-Dogan, Nihan ; Luo, Wenjing ; Cheng, Li ; Davis, Robert O.</creatorcontrib><description>There has been a lack of research on how people with individual differences learn with multimedia materials, in particular with regard to individuals with dyslexia. Dyslexia is a learning disability characterized by subpar ability in reading, spelling, writing, word recognition, and phonological decoding. This population could potentially benefit from multimedia learning materials according to the cognitive theory of multimedia learning and Orton–Gillingham multisensory instructional approach. This study examined how learning in four multimedia conditions influences dyslexic college students’ ability to recall and recognize information. Seventy-three college students with dyslexia were assigned to one of the four conditions that integrated the modality (spoken text vs. on-screen text) and multimedia (picture present vs. picture absent) principles. They completed a cued-recall and a content recognition test. The results indicated pictures facilitated recognition, which validated the multimedia principle. On-screen text led to a superior performance in recall and recognition compared to spoken text. This finding suggested the modality principle did not hold for participants with dyslexia in this study, which is especially surprising given that dyslexics have difficulty processing written text. Possible explanations of the findings are discussed.</description><identifier>ISSN: 0162-6434</identifier><identifier>EISSN: 2381-3121</identifier><identifier>DOI: 10.1177/0162643418754530</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>College Students ; Dyslexia ; Educational Technology ; Epistemology ; Individual Differences ; Instructional Materials ; Multimedia ; Multimedia Instruction ; Multimedia Materials ; Pictorial Stimuli ; Recall (Psychology) ; Recognition (Psychology) ; Statistical Analysis ; Students with disabilities ; Teaching Methods ; Technology Uses in Education ; Word Recognition</subject><ispartof>Journal of special education technology, 2018-09, Vol.33 (3), p.182-193</ispartof><rights>The Author(s) 2018</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c331t-732b6396a719a867670f0b2bd324b732dd5a52ab6ede5585527b321e3d4191353</citedby><cites>FETCH-LOGICAL-c331t-732b6396a719a867670f0b2bd324b732dd5a52ab6ede5585527b321e3d4191353</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/0162643418754530$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/0162643418754530$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,780,784,21818,27923,27924,43620,43621</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1185854$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Wang, Jiahui</creatorcontrib><creatorcontrib>Dawson, Kara</creatorcontrib><creatorcontrib>Saunders, Kendra</creatorcontrib><creatorcontrib>Ritzhaupt, Albert D.</creatorcontrib><creatorcontrib>Antonenko, Pavlo “Pasha”</creatorcontrib><creatorcontrib>Lombardino, Linda</creatorcontrib><creatorcontrib>Keil, Andreas</creatorcontrib><creatorcontrib>Agacli-Dogan, Nihan</creatorcontrib><creatorcontrib>Luo, Wenjing</creatorcontrib><creatorcontrib>Cheng, Li</creatorcontrib><creatorcontrib>Davis, Robert O.</creatorcontrib><title>Investigating the Effects of Modality and Multimedia on the Learning Performance of College Students With Dyslexia</title><title>Journal of special education technology</title><description>There has been a lack of research on how people with individual differences learn with multimedia materials, in particular with regard to individuals with dyslexia. Dyslexia is a learning disability characterized by subpar ability in reading, spelling, writing, word recognition, and phonological decoding. This population could potentially benefit from multimedia learning materials according to the cognitive theory of multimedia learning and Orton–Gillingham multisensory instructional approach. This study examined how learning in four multimedia conditions influences dyslexic college students’ ability to recall and recognize information. Seventy-three college students with dyslexia were assigned to one of the four conditions that integrated the modality (spoken text vs. on-screen text) and multimedia (picture present vs. picture absent) principles. They completed a cued-recall and a content recognition test. The results indicated pictures facilitated recognition, which validated the multimedia principle. On-screen text led to a superior performance in recall and recognition compared to spoken text. This finding suggested the modality principle did not hold for participants with dyslexia in this study, which is especially surprising given that dyslexics have difficulty processing written text. Possible explanations of the findings are discussed.</description><subject>College Students</subject><subject>Dyslexia</subject><subject>Educational Technology</subject><subject>Epistemology</subject><subject>Individual Differences</subject><subject>Instructional Materials</subject><subject>Multimedia</subject><subject>Multimedia Instruction</subject><subject>Multimedia Materials</subject><subject>Pictorial Stimuli</subject><subject>Recall (Psychology)</subject><subject>Recognition (Psychology)</subject><subject>Statistical Analysis</subject><subject>Students with disabilities</subject><subject>Teaching Methods</subject><subject>Technology Uses in Education</subject><subject>Word Recognition</subject><issn>0162-6434</issn><issn>2381-3121</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><recordid>eNp1kM1LxDAQxYMouK7evQgBz9VM0jTdo6yrrqwoqHgsaTNdI91Wk1Tc_97UFQXBuczh996bD0IOgZ0AKHXKIONZKlLIlUylYFtkxEUOiQAO22Q04GTgu2TP-xfGgLNcjoibt-_og13qYNslDc9IZ3WNVfC0q-lNZ3Rjw5rq1tCbvgl2hcZq2rVfygVq1w62O3R151a6rXCwTbumwSXS-9AbbGPUkw3P9HztG_ywep_s1LrxePDdx-TxYvYwvUoWt5fz6dkiqYSAkCjBy0xMMq1govNMZYrVrOSlETwtIzRGasl1maFBKXMpuSoFBxQmhQkIKcbkeJP76rq3Ph5ZvHS9a-PIgjMleSyVRRXbqCrXee-wLl6dXWm3LoAVw2eLv5-NlqONBZ2tfuSza4A87pFGnmy410v8Hfpv3idLEoDg</recordid><startdate>201809</startdate><enddate>201809</enddate><creator>Wang, Jiahui</creator><creator>Dawson, Kara</creator><creator>Saunders, Kendra</creator><creator>Ritzhaupt, Albert D.</creator><creator>Antonenko, Pavlo “Pasha”</creator><creator>Lombardino, Linda</creator><creator>Keil, Andreas</creator><creator>Agacli-Dogan, Nihan</creator><creator>Luo, Wenjing</creator><creator>Cheng, Li</creator><creator>Davis, Robert O.</creator><general>SAGE Publications</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>NAPCQ</scope></search><sort><creationdate>201809</creationdate><title>Investigating the Effects of Modality and Multimedia on the Learning Performance of College Students With Dyslexia</title><author>Wang, Jiahui ; Dawson, Kara ; Saunders, Kendra ; Ritzhaupt, Albert D. ; Antonenko, Pavlo “Pasha” ; Lombardino, Linda ; Keil, Andreas ; Agacli-Dogan, Nihan ; Luo, Wenjing ; Cheng, Li ; Davis, Robert O.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c331t-732b6396a719a867670f0b2bd324b732dd5a52ab6ede5585527b321e3d4191353</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>College Students</topic><topic>Dyslexia</topic><topic>Educational Technology</topic><topic>Epistemology</topic><topic>Individual Differences</topic><topic>Instructional Materials</topic><topic>Multimedia</topic><topic>Multimedia Instruction</topic><topic>Multimedia Materials</topic><topic>Pictorial Stimuli</topic><topic>Recall (Psychology)</topic><topic>Recognition (Psychology)</topic><topic>Statistical Analysis</topic><topic>Students with disabilities</topic><topic>Teaching Methods</topic><topic>Technology Uses in Education</topic><topic>Word Recognition</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Wang, Jiahui</creatorcontrib><creatorcontrib>Dawson, Kara</creatorcontrib><creatorcontrib>Saunders, Kendra</creatorcontrib><creatorcontrib>Ritzhaupt, Albert D.</creatorcontrib><creatorcontrib>Antonenko, Pavlo “Pasha”</creatorcontrib><creatorcontrib>Lombardino, Linda</creatorcontrib><creatorcontrib>Keil, Andreas</creatorcontrib><creatorcontrib>Agacli-Dogan, Nihan</creatorcontrib><creatorcontrib>Luo, Wenjing</creatorcontrib><creatorcontrib>Cheng, Li</creatorcontrib><creatorcontrib>Davis, Robert O.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Nursing &amp; Allied Health Premium</collection><jtitle>Journal of special education technology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Wang, Jiahui</au><au>Dawson, Kara</au><au>Saunders, Kendra</au><au>Ritzhaupt, Albert D.</au><au>Antonenko, Pavlo “Pasha”</au><au>Lombardino, Linda</au><au>Keil, Andreas</au><au>Agacli-Dogan, Nihan</au><au>Luo, Wenjing</au><au>Cheng, Li</au><au>Davis, Robert O.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1185854</ericid><atitle>Investigating the Effects of Modality and Multimedia on the Learning Performance of College Students With Dyslexia</atitle><jtitle>Journal of special education technology</jtitle><date>2018-09</date><risdate>2018</risdate><volume>33</volume><issue>3</issue><spage>182</spage><epage>193</epage><pages>182-193</pages><issn>0162-6434</issn><eissn>2381-3121</eissn><abstract>There has been a lack of research on how people with individual differences learn with multimedia materials, in particular with regard to individuals with dyslexia. Dyslexia is a learning disability characterized by subpar ability in reading, spelling, writing, word recognition, and phonological decoding. This population could potentially benefit from multimedia learning materials according to the cognitive theory of multimedia learning and Orton–Gillingham multisensory instructional approach. This study examined how learning in four multimedia conditions influences dyslexic college students’ ability to recall and recognize information. Seventy-three college students with dyslexia were assigned to one of the four conditions that integrated the modality (spoken text vs. on-screen text) and multimedia (picture present vs. picture absent) principles. They completed a cued-recall and a content recognition test. The results indicated pictures facilitated recognition, which validated the multimedia principle. On-screen text led to a superior performance in recall and recognition compared to spoken text. This finding suggested the modality principle did not hold for participants with dyslexia in this study, which is especially surprising given that dyslexics have difficulty processing written text. Possible explanations of the findings are discussed.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.1177/0162643418754530</doi><tpages>12</tpages></addata></record>
fulltext fulltext
identifier ISSN: 0162-6434
ispartof Journal of special education technology, 2018-09, Vol.33 (3), p.182-193
issn 0162-6434
2381-3121
language eng
recordid cdi_proquest_journals_2075222276
source SAGE Complete A-Z List
subjects College Students
Dyslexia
Educational Technology
Epistemology
Individual Differences
Instructional Materials
Multimedia
Multimedia Instruction
Multimedia Materials
Pictorial Stimuli
Recall (Psychology)
Recognition (Psychology)
Statistical Analysis
Students with disabilities
Teaching Methods
Technology Uses in Education
Word Recognition
title Investigating the Effects of Modality and Multimedia on the Learning Performance of College Students With Dyslexia
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-08T16%3A13%3A06IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Investigating%20the%20Effects%20of%20Modality%20and%20Multimedia%20on%20the%20Learning%20Performance%20of%20College%20Students%20With%20Dyslexia&rft.jtitle=Journal%20of%20special%20education%20technology&rft.au=Wang,%20Jiahui&rft.date=2018-09&rft.volume=33&rft.issue=3&rft.spage=182&rft.epage=193&rft.pages=182-193&rft.issn=0162-6434&rft.eissn=2381-3121&rft_id=info:doi/10.1177/0162643418754530&rft_dat=%3Cproquest_cross%3E2075222276%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2075222276&rft_id=info:pmid/&rft_ericid=EJ1185854&rft_sage_id=10.1177_0162643418754530&rfr_iscdi=true