An investigation into the effects of presentation modality and visual representation on recall and cognitive load: learning aspects of electroencephalogram (EEG) net application

Barber, Lewis (2011) An investigation into the effects of presentation modality and visual representation on recall and cognitive load: learning aspects of electroencephalogram (EEG) net application. University of Gloucestershire.

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Abstract

The study investigated the effects of text modality and representation on learning in the context of multimedia learning, using a declarative framework based on an EEG net application procedure. The study used a 2x2 between subjects design with modality (narration and text) and representation (video and pictures) constituting the independent variables. It was hypothesized that modality and representation would have an effect on recall (written) and cognitive load (subjective difficulty rating for learning and performance), and that there would be an interaction between type of modality and type of representation, non-directional hypotheses were used due to the conflicting evidence and viewpoints in the literature. Participants were recruited from Psychology and Multimedia classes at the University of Gloucestershire (N=68) and randomly assigned to the four respective conditions. It was found that the effects of modality and representation were non-significant on recall and cognitive load. An interpretation of findings and implications for future research are discussed.