The Modality Effect of Cognitive Load Theory

The modality effect, which has been investigated by cognitive load theory, predicts that learning from visualizations supplemented with written text should be less effective than learning from the same visualizations supplemented with comparable spoken text. An explanation of the effect assumes a degree of separation between the processing of visuospatial and auditory information. Due to this separability, learning only from visuospatial information (visualizations and visual text) is more likely to overload visuospatial processing, as compared to learning from visuospatial and auditory information (visualizations and auditory text), in which both the visuospatial and the auditory processors share the load of the learning material. The aims of this review chapter are to: (a) describe the modality effect, (b) provide supporting evidence using computer multimedia about STEM topics, and (c) describe studies indicating the separability of visuospatial and auditory processing. We finish by suggesting future directions for research on the modality effect.