The influence of modality on deep-reasoning questions
نویسندگان
چکیده
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.
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ورودعنوان ژورنال:
- IJLT
دوره 5 شماره
صفحات -
تاریخ انتشار 2010