The influence of modality on deep-reasoning questions Online publication date: Wed, 02-Mar-2011
by Jeremiah Sullins, Scotty D. Craig, Arthur C. Graesser
International Journal of Learning Technology (IJLT), Vol. 5, No. 4, 2010
Abstract: This study investigated the influence that modality (print versus spoken text) had on learning with deep reasoning questions. Half the participants were randomly assigned to receive deep-reasoning questions during the learning session. The other half received the same information in the absence of deep-reasoning questions. The participants who received deep reasoning questions were randomly assigned to one of two different groups. One group received deep reasoning questions as on-screen printed text while the other group received deep reasoning questions in a spoken modality via a text to speech engine. Participants who received deep reasoning questions had higher post-test scores than those who did not, a finding that replicated previous research. Additionally, learning was better for the learners who received printed text than spoken messages, a finding that is not compatible with a number of theoretical and empirical claims in the literature.
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