Lehmann Janina, Seufert Tina
Department of Learning and Instruction, Ulm University, Ulm, Germany.
Front Psychol. 2020 Jan 9;10:2820. doi: 10.3389/fpsyg.2019.02820. eCollection 2019.
This study investigates the aptitude-treatment interaction between text modality and learners' modality preference on learning outcomes and cognitive load, which is currently a point of controversy. The Meshing Hypothesis postulates there are better learning outcomes when the modality of a learning environment matches the learner's preference. However, previous research supporting the Meshing Hypothesis shows methodological issues. Therefore, clear empirical support is needed. We tested 42 learners in a between-subject design: Their preferences were either auditive-ambiguous or visual, and half of each preference group randomly learned either with an auditive or a visual text. As expected, we did not find any main effects, but a significant interaction between the text modality and the learner's preference for comprehension outcomes, extraneous cognitive load, and germane cognitive load. Specifically, learners with a preference for visual texts benefit from learning with their preferred modality, they showed higher comprehension scores and less extraneous load when learning from a visual text. Auditive-ambiguous learners showed almost equal results with both text modalities. This might be explained by the fact that most texts in everyday life are presented visually, and therefore learners with an auditive preference needed to develop appropriate reading strategies. Thus, our results partly support the Meshing Hypothesis.
本研究调查了文本模态与学习者模态偏好之间在学习成果和认知负荷方面的适配性-处理交互作用，这目前是一个存在争议的问题。匹配假说假定，当学习环境的模态与学习者的偏好相匹配时，学习成果会更好。然而，先前支持匹配假说的研究存在方法学问题。因此，需要明确的实证支持。我们采用组间设计对42名学习者进行了测试：他们的偏好要么是听觉模糊型，要么是视觉型，每个偏好组中有一半的人随机使用听觉文本或视觉文本进行学习。正如预期的那样，我们没有发现任何主效应，但在文本模态与学习者对理解成果、无关认知负荷和相关认知负荷的偏好之间存在显著的交互作用。具体而言，偏好视觉文本的学习者从使用其偏好的模态学习中受益，他们在从视觉文本学习时表现出更高的理解分数和更少的无关负荷。听觉模糊型学习者在两种文本模态下的结果几乎相同。这可能是因为日常生活中的大多数文本都是以视觉形式呈现的，因此具有听觉偏好的学习者需要制定适当的阅读策略。因此，我们的结果部分支持了匹配假说。
