Title: The influence of modality on deep-reasoning questions

Authors: Jeremiah Sullins, Scotty D. Craig, Arthur C. Graesser

Addresses: University of Memphis, 202 Psychology Building, Memphis, TN 38152, USA. ' University of Memphis, 202 Psychology Building, Memphis, TN 38152, USA. ' University of Memphis, 202 Psychology Building, Memphis, TN 38152, USA

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.

Keywords: vicarious learning; deep reasoning questions; multimedia; tutoring; computer-based learning; modality; printed texts; spoken texts; random assignments; group work; on-screen texts; text to speech engines; post-test scores; spoken messages; typed texts; higher education; universities; undergraduate students; University of Memphis; Tennessee; USA; United States; learning technology.

DOI: 10.1504/IJLT.2010.038773

International Journal of Learning Technology, 2010 Vol.5 No.4, pp.378 - 387

Published online: 02 Mar 2011 *

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