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Abstract Title: The Effect of Multiple Modalities on Conceptual Problem Solving in Physics
Abstract: It has been shown by pervious research that the conceptual problem solving performance can be improved by visual hints. However, the effect of hint modalities is not clear yet. 162 undergraduates were recruited in the presented study to explore how visual hints, audio hints, and text hints affect the conceptual problem solving performance. Mayer's Cognitive Theory of Multimedia Learning (CTML) and Wickens' multiple resource model were used to optimize the hint design. We found evidence of a reverse modality effect, which is not consistent with Mayer's CTML. The possible mechanism of the reverse modality effect has also been discussed.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Xian Wu
University of Connecticut
Department of Physics
2152 Hillside Road, Unit 3046
Storrs, CT 06269
Phone: 6035019898
and Co-Presenter(s)
John Hutson, Department of Psychological Sciences, Kansas State University
Brett D. DePaola, Department of Physics, Kansas State University
Lester C. Loschky, Department of Psychological Sciences, Kansas State University
N. Sanjay Rebello, Department of Physics and Astronomy, Purdue University