Effects of Modality and Pace on Achievement, Mental Effort, and Positive Affect in Multimedia Learning Environments

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dc.authoridİzmirli, Serkan / 0000-0003-4507-6124
dc.contributor.authorİzmirli, Serkan
dc.contributor.authorKurt, Adile Aşkım
dc.date.accessioned2025-01-27T20:22:24Z
dc.date.available2025-01-27T20:22:24Z
dc.date.issued2016
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThe purpose of the study was to examine the effects of instruction given with different multimedia modalities (written text + animation or narration + animation) on the academic achievement, cognitive load, and positive affect in different paces (learner-paced or system-paced); 97 freshmen university students divided into four groups taught in different modalities and paces. These groups are written text + animation and learner-paced (WA + L), written text + animation and system-paced (WA + S), narration + animation and learner-paced (NA + L), and narration + animation and system-paced (NA + S). The findings did not reveal any significant difference between the achievements of the groups. Within the context of cognitive load, modality principle in learner-paced groups was confirmed. Instruction conducted with different multimedia modalities in different paces did not cause any difference between the positive affects of the groups. However, in contrast with the other three groups, the positive affects of the students studying with the NA+ L software increased in the posttest when compared with those in the pretest.
dc.description.sponsorshipScientific Research Fund of Anadolu University [1005E120]
dc.description.sponsorshipThe authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study is supported by the Scientific Research Fund of Anadolu University under the project number 1005E120.
dc.identifier.doi10.1177/0735633115621921
dc.identifier.endpage325
dc.identifier.issn0735-6331
dc.identifier.issn1541-4140
dc.identifier.issue3
dc.identifier.scopus2-s2.0-84966389407
dc.identifier.scopusqualityQ1
dc.identifier.startpage299
dc.identifier.urihttps://doi.org/10.1177/0735633115621921
dc.identifier.urihttps://hdl.handle.net/20.500.12428/21865
dc.identifier.volume54
dc.identifier.wosWOS:000375476700001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSage Publications Inc
dc.relation.ispartofJournal of Educational Computing Research
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20250125
dc.subjectmultimedia learning
dc.subjectmodality principle
dc.subjectpace
dc.subjectcognitive load
dc.subjectpositive affect
dc.titleEffects of Modality and Pace on Achievement, Mental Effort, and Positive Affect in Multimedia Learning Environments
dc.typeArticle

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