Voice and text in computer-aided instruction: An examination of the effects of a bimodal component in a multimedia learning context

This study explores the effectiveness of adding voice narration (auditory adjuncts) to on-screen textual learning material in a computer-aided instruction (CAI) context. This is the first locatable test of dual-coding theory using non-pictorial information in a multimedia context. The effect of individual differences in attending to the narration as well as the manner of how the narration was used were also assessed.; Forty-eight first-year Psychology students participated in the study. These volunteers were categorized by gender, perception style and personality (introversion or extraversion). All participants were asked to learn three lessons regarding conflict resolution (game theory), Social Psychology and the Law and self-monitoring. Participants were asked to use each of three multimedia learning conditions: no voice (text-only format), text with voice added (bimodal format) and choice condition, which allowed participants to choose the presentation form they wished (no voice or text with voice added). Learning was measured with three tests of retention in each condition.; Expectations were not confirmed. The addition of voice narration was not found to have a facilitating effect on performance. The findings provide weak evidence for the mediating role of individual differences on performance as well as attitudes about and behaviour in bimodal multimedia learning context. Findings are considered in relation to current theoretical and empirical literature in multimedia.