Contrary to prior knowledge, this week, I learned from the Modality Principle that there is a difference between audio and on-screen text. According to Clark and Mayer (2003), presenting words in audio rather than on-screen text can significantly enhance learning, especially when explaining complex information. Another vital reason for using audio over on-screen text is its impact on cognitive load. Using audio can help the cognitive process by distributing information between the visual and auditory channels, thereby taking pressure off the visual channel and enhancing better focus. This corroborates with the dual channel principle (Clark & Mayer, 2023), which states that people have two separate channels for processing visual and auditory information. Presenting words in an audio format allows us to move the processing of words from the visual to the auditory channel, leaving more space and capacity in the visual channel for processing information.
This helps the learner's visual attention to be entirely focused on graphs, video, pictures, or whatever visuals are presented without the pressure or distraction of simultaneously trying to read words or text. This has practical implications for instructors or trainers in developing content for learners and their specific audiences. Content should be created with a balanced approach to enhance learning. This may include avoiding redundancy, where repeating the same information in visual and auditory format can overwhelm learners and impede their learning process. The modality principle is beneficial for explaining complex and abstract information and should be utilized when creating content for learners. Presenting audio explanations for graphics rather than on-screen text can help learners focus on visual processing.
However, the above is not always the ideal scenario, and there are instances where presenting words in auditory form may not be as effective as presenting them in text format. The boundary conditions for the modality principle advance that the screen text may be as effective or even more effective than presenting information in an auditory format. (Clark & Mayer, 2023). This may be effective for second language learners when instruction is not in the learner’s native language. Utilizing audio format can be overwhelming in this instance, as learners have to deal with the challenges of pronunciation and translation. However, using on-screen text for second language learners can be advantageous, as learners will not have to deal with pronunciation, and they can control the pace of instruction. Another area where using on-screen text may be advantageous is when the information requires a lengthy explanation. This allows learners to review and process information at their own pace.
Other areas where text may be more advantageous than audio is when interacting with interviewers on a smartphone. Schober et al. (2019) established in their study that conducting interviews using text instead of audio format on smartphones provides better data quality and more disclosure. This can be attributed to the minimized social presence of the interviewer. Their study also highlighted that text interviews had a higher response rate than voice interviews. This higher response rate was attributed to the convenience of responding at their time. However, it was observed that text interviews had higher breakoffs than voice interviews, which was attributed to maybe a lack of human engagement.
While literature has established reasons in support of both text and voice formats, it is critical that specific components are considered when planning or developing content. Paramount is the learner’s background, their learning style, and experiences should be considered. The learning environment is also crucial for reasons such as accessibility and relevance. The environment should also shape how assessment is conducted, and feedback is provided.
References
Clark, R., & Mayer, R. (2023). E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons, Inc.
Schober, M., Conrad, F., Antoun, C., Bowers, A., W., & Hupp, A., L. (2019, February 26). Interacting with Interviewers in Voice and Text Interviews on Smartphone. http://digitalcommons.unl.edu/sociw