Abstract
In this research, the influence of attributions, code, and modality of learning material is investigated. Within an experiment, we compared four versions of learning material about the eutrophication of a lake and its underlying processes. In one condition, the material was presented text only. In a second condition, the text was illustrated by images representing core stages during the process of eutrophication. A third condition was a computer animation containing the same information as the text-based conditions while the changes of a lake’s state were visualised dynamically. Explanations were provided as text fields within the animation. A forth condition was also animation but all verbal information was presented by audio. Results showed no influence of media specific attribution regarding easiness/difficulty of text or animations. In addition, no evidence for occurrence of the modality effect was found. Both animation conditions led to increased learning outcomes. This effect is explained under aspects of supplantation.
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Zumbach, J., Reisenhofer, B., Czermak, S., Emberger, P., Landerer, C., Schrangl, G. (2008). The Role of Attribution, Modality, and Supplantation in Multimedia Learning. In: Zumbach, J., Schwartz, N., Seufert, T., Kester, L. (eds) Beyond Knowledge: The Legacy of Competence. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-8827-8_32
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DOI: https://doi.org/10.1007/978-1-4020-8827-8_32
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