心理科学进展2016，Vol.24Issue(3)：335-350,16.DOI:10.3724/SP.J.1042.2016.00335
视觉单通道还是视听双通道？--通道效应的元分析
Visual text or narration? Meta-analysis of the modality effect in multimedia learning
摘要
Abstract
The modality effect in multimedia learning showed that learning outcomes were enhanced if words were presented in an audial format with pictures, rather than a visual format (see Mayer, 2009). However, research on the reverse modality effect indicated a totally opposite result (e.g. Crooks, Cheon, Inan, Ari, & Flores, 2012; Tabbers, Martens, & van Merriënboer, 2004). A meta-analysis based on 91 empirical studies was conducted to investigate the effect of text modality on both retention and transfer tests. After pooling data preliminarily, ninety-four independent effect sizes (8088 participants) were finally included in retention-related meta-analysis while 83 independent effect sizes (6664 participants) in transfer-related meta-analysis. The results suggested that participants who learned from narration outperformed those who learned from visual text both on retention test (d retention = 0.24) and transfer test (dtransfer = 0.25) with different effect sizes from Ginns’s (2005). Further moderator analyses indicated that modality effect on learning outcomes was significantly moderated by the pace of presentation, dynamism of pictures and duration of learning materials. Specifically, the modality effect occurred mainly in conditions of system-paced presentation (dretention = 0.43, dtransfer = 0.44), dynamic pictures (dretention = 0.50, dtransfer =0.59) and short learning materials (d retention = 0.38, dtransfer = 0.33). All of the results didn’t reveal a reverse modality effect. The replicated strong modality effect suggested that performance on recall and comprehension tasks was better when words and pictures were presented in a dual modality, rather than a single one, which supported Mayer’s Cognitive Theory of Multimedia Learning (CTML). Moreover, the pace of presentation, dynamism of pictures and duration of learning materials should be considered as vital boundary conditions of modality effect.关键词
通道效应/逆转通道效应/边界条件/多媒体学习/元分析Key words
modaity effect/reverse modality effect/boundary condition/multimedia learning/meta-analysis分类
社会科学引用本文复制引用
王福兴,谢和平,李卉..视觉单通道还是视听双通道？--通道效应的元分析[J].心理科学进展,2016,24(3):335-350,16.基金项目
国家自然科学基金青年项目(31300864)、中国博士后科学基金资助项目(2015M580210)和中央高校基本科研业务费专项资金重大培育项目(CCNU15ZD013)资助。 （31300864）
