The modality effect or "Modality principle" refers to a cognitive load learning effect, by which learner performance is increased because of the use of dual modality instructional materials (Mayer, 2001). This modality effect is consistent with Dual-coding theory

This effect applies to many sensory modes, however most empirical research has focused solely on the Visual and Auditory modalities. These studies found that the working memory capacity of the learner is effectively increased, when learners use dual modality instructional materials (Mousavi, Low, & Sweller, 1995).

Educational Psychologists have been exploring this effect for decades (Mayer and Anderson, 1991; Penny, 1989). The instructional effectiveness of instructional materials may be enhanced by moving text based instructional message (visual) to a verbal modality (Mousavi, Low, & Sweller, 1995). Mayer and his associates have been studying this effect since the early 1990s and have recently termed it "Multimedia learning," but Mousavi et al (1995) were perhaps the first to explain this learning effect, since they explained it from a cognitive load perspective.

[edit] References

Mayer, R. (2001). Multimedia Learning. Cambridge: Cambridge University Press

Mayer, R. E., & Anderson, R.B. (1991).Animations need narrations: an experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83(4) 484-490

Mousavi, S.Y., Low, R. and Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87(2) 319-334.

Neath, I., & Surprenant, A. M. (2003). Human memory: An introduction to research, data, and theory, second edition. Belmont, CA: Wadsworth.

Penney, C.G. (1989). Modality effects and the structure of short-term memory. Memory and Cognition 17(4) 398–442.

[edit] External links

• The modality effect in multimedia instructions
• A Cognitive Theory of Multimedia Learning: Implications for Design Principles
• The modality effect and echoic persistence. J Exp Psychol Gen. 1980 Sep;109(3):251-78. Watkins OC, Watkins MJ.