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...
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Veröffentlicht in: | Journal of special education technology 2018-09, Vol.33 (3), p.182-193 |
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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 |
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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 ; 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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 |
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