Does modality play a role? Visual‐verbal cognitive style and multimedia learning

다국어 초록 (Multilingual Abstract)

The study presented in this paper aimed to examine the effect of visual and verbal cognitive style on learning from different types of visualization and modalities of explanatory text. Learning materials in the form of either computer‐based animation or a series of static pictures with written or spoken explanations were presented to 197 students. We found that a more developed visual cognitive style was related to a better learning outcome, when learning from a combination of static pictures and written text. Higher developed visualizers achieved poorer learning outcomes when learning with an animation and written text. The results are partially in line with an ability‐as‐compensator effect and the expertise reversal effect. Additionally, we found a modality effect as the versions with spoken text provided better results on learning outcome than the versions with written text regardless of the prominence of visual cognitive style. No significant interaction effects were found regarding verbal cognitive style.
What is already known about this topic:

Combining text and pictures supports learning and deepens understanding.
Learning differs with respect to individual differences and the type of visualization.
Visualizers profit from pictorial information more than verbalizers.
Unclear what type of visualization and modality is beneficial to visualizers.

What this paper adds:

Influence of cognitive style on learning differs with regard to text modality.
Visual cognitive style moderates multimedia learning with written text.
Higher visual cognitive style leads to better learning with pictures and written text.
Higher visual cognitive style leads to poorer learning with animations and written text.

Implications for practice and/or policy:

Contributes to empirical findings on how people learn from text and visuals.
Broadens discussion on cognitive style and its impact on the learning process.
Modality of the explanatory text has an impact on the learning outcome.
Implement the written modality with caution during multimedia learning.