Modality Effects in Reducing Cognitive Loads in Multimedia Learning

Abstract

The purpose of this study was to investigate the effects of modality principle on the learning of music theory among primary pupils in Jordan. The lesson of music theory was developed in two different modes, audio and image (AI) and text with image. A quasi experimental factorial design was adopted in this research. The independent variables were the two modes of courseware. The dependent variable was the post test score. The study sample consisted of 269 third-grade pupils and were randomly (simple random sample) selected from six different primary co-education schools. Descriptive and inferential statistics were conducted to analyze the collected data. T-test was used to determine the significant differences of the pre-test scores among the groups. Analyses of covariance (ANCOVA) were carried out to examine the main effects as well as the interaction effects of the independent variables on the dependent variables. The findings of this study showed that pupils using the AI mode performed significantly better than those in the TI mode. Apparently, the cognitive loads in the visual and audio working memory were reduced to facilitate increased capacity for better learning.