Under some conditions, learning is improved by using a dual mode presentation involving for example, visual diagrams and auditory, rather than written text (modality eﬀect). Under other conditions, learning is improved by asking learners to imagine rather than study instructional material – imagination eﬀect. Both eﬀects have been explained using cognitive load theory. This paper investigates interactions between the modality and imagination eﬀects. It was hypothesized that the imagination eﬀect would be facilitated when accompanied by audio/visual instructions compared to visual only instructions. Experiment 1 provided evidence to suggest that for the materials used, audio/visual instructions were required to obtain an imagination eﬀect. Experiment 2 through verbal protocols aimed to investigate the cognitive mechanisms required when studying and imagining and found that learners who studied tended to engage in search while learners who imagined focused on entities and relations that needed to be learned.
Research Professor on society, culture, art, cognition, critical thinking, intelligence, creativity, neuroscience, autopoiesis, self-organization, complexity, systems, networks, rhizomes, leadership, sustainability, thinkers, futures ++
5000 Posts in this Blog
- Follow Learning Change on WordPress.com