The influence of the multimedia and modality principles on the learning outcomes, satisfaction, and mental effort of college students with and without dyslexia

• Published in: Annals of dyslexia 2021-04, Vol.71 (1), p.188-210
• Main Authors: Dawson, Kara, Zhu, Jiawen, Ritzhaupt, Albert D., Antonenko, Pavlo, Saunders, Kendra, Wang, Jiahui, Lombardino, Linda
• Format: Article
• Language: English
• Subjects: College Students; Cues; Difficulty Level; Dyslexia; Education; Higher education; Instructional Effectiveness; Language and Literature; Learning Modalities; Learning outcomes; Linguistics; Multimedia; Multimedia Instruction; Neurology; Performance Factors; Predictor Variables; Psycholinguistics; Reading; Recall; Recall (Psychology); Recognition; Recognition (Psychology); Social Sciences; Statistical Analysis; Student Satisfaction; Students with Disabilities; Variance analysis
• ISSN: 0736-9387; 1934-7243
• DOI: 10.1007/s11881-021-00219-z

The purpose of this study was to examine the application of the multimedia and modality principles on cued-recall, recognition, and mental effort of college students with and without dyslexia. The study used a Multimedia (Image Present vs. Image Absent) × Modality (Narration vs. Onscreen Text) × Dyslexia (Dyslexia vs. Non-Dyslexia) 3-way factorial design with each independent variable serving as a between-subject condition. A total of N = 148 participants (73 with dyslexia and 75 without dyslexia) were recruited from five different institutions of higher education in the Southeastern United States and systematically assigned to one of four multimedia learning conditions. After assessing our data for statistical assumptions, we employed factorial Analysis of Variance (ANOVA) models on each dependent measure. Our findings show a reverse modality effect for students with dyslexia who performed better than their peers without dyslexia in Onscreen Text conditions. Although performance was better across groups and conditions when images were present, there were no significant interactions related to the multimedia condition. Similarly, there were no significant interactions related to mental effort even though learners with dyslexia exhibited high instructional efficiency in the Onscreen Text-Image Present condition while learners without dyslexia exhibited low task involvement in the Onscreen Text-Image Absent condition. Our results provide theoretical implications and important avenues for future research and practice as related to how multimedia learning influences students with dyslexia. We also suggest studies that could inform the eventual design of adaptive and personalized multimedia learning solutions for learners with dyslexia.