The modality and redundancy effects in multimedia learning in children with dyslexia
Publication year
2018Number of pages
16 p.
Source
Dyslexia, 24, 2, (2018), pp. 140-155ISSN
Publication type
Article / Letter to editor

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Organization
SW OZ BSI OLO
Journal title
Dyslexia
Volume
vol. 24
Issue
iss. 2
Languages used
English (eng)
Page start
p. 140
Page end
p. 155
Subject
Learning and PlasticityAbstract
The present study aimed to examine the modality and redundancy effects in multimedia learning in children with dyslexia in order to find out whether their learning benefits from written and/or spoken text with pictures. We compared study time and knowledge gain in 26 11‐year‐old children with dyslexia and 38 typically reading peers in a within‐subjects design. All children were presented with a series of user‐paced multimedia lessons in 3 conditions: pictorial information presented with (a) written text, (b) audio, or (c) combined text and audio. We also examined whether children's learning outcomes were related to their working memory. With respect to study time, we found modality and reversed redundancy effects. Children with dyslexia spent more time learning in the text condition, compared with the audio condition and the combined text‐and‐audio condition. Regarding knowledge gain, no modality or redundancy effects were evidenced. Although the groups differed on working memory, it did not influence the modality or redundancy effect on study time or knowledge gain. In multimedia learning, it thus is more efficient to provide children with dyslexia with audio or with auditory support.
This item appears in the following Collection(s)
- Academic publications [205119]
- Electronic publications [103316]
- Faculty of Social Sciences [27396]
- Open Access publications [71821]
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