The Study Of Effectiveness On Modality Effect In The Interactive Multimedia Learning Environments

During the past two decades, developments in computer technology have significantly affected the application of multimedia learning. In order to maximize the potential positive impact of multimedia learning that instructional designers need to understand how best to create multimedia programs that facilitate learning. This thesis was based on the Cognitive Load Theory and Cognitive Theory of Multimedia Learning, and examined the validity of modality effect on the interactive Multimedia Learning environments.There are two experiments in present thesis with the two materials were presented by multimedia. Participants were undergraduate students. The purpose of experimentⅠwas to study the effectiveness on modality effect in the interactive Multimedia Learning environments. in this thesis we defined interactive Multimedia Learning environments as learner controlled learning pacing. The purpose of experimentⅡwas to study the effectiveness on modality effect in the high and low interactive Multimedia Learning environments, and we defined high interactive Multimedia Learning environments as learner controlled learning pacing and learning sequence, and tow low interactive Multimedia Learning environments ways:learner controlled learning pacing and learner controlled learning sequence.In experimentⅠwe employed a between-subjects design, 2 (factorl:diagrams with narration, diagrams with written text) X2(factor2:learner controlled learning pacing, system controlled learning pacing). In experimentⅡ, we also employed a between-subjects design,2 (factorl:diagrams with narration, diagrams with written text)×3(factor2:learner controlled learning pacing and sequence, learner controlled learning pacing, learner controlled sequence). dependent variable was study result (retention questions and transfer questions). Form the experiments we got the following conclusion:First, the modality effect was verified. Student who learn from diagrams and narration performed better on study result (retention questions and transfer questions) than students who learned the same material from diagrams and written text.Second, the modality effect was restricted to Multimedia Learning environments. when students under interactive Multimedia Learning environments did not have modality effect. Student who learn from diagrams and narration did not perform better on study result than students who learned the same material from diagrams and written text.Thirdly, high and low interactive Multimedia Learning environments have different influence on modality effect. modality effect was observed under high interactive Multimedia Learning environments. But was disappeared under low interactive Multimedia Learning environments.Fourth, low interactive Multimedia Learning environments was propitious to study result. student who learned from low interactive Multimedia Learning environments perform better on study result than students who learn from high interactive Multimedia Learning environmentsFinally, when students got high cognitive load, the modality effect was only effective for transfer questions.