## Key Ideas > [!abstract] Core Concepts > > - **Dual-channel processing increases capacity**: Auditory and visual channels work simultaneously without competition > - **Eliminates visual split-attention**: Spoken words with visuals prevents within-channel conflict > - **Transience trap limits effectiveness**: Spoken information problematic when content exceeds difficulty threshold ## Definition **Modality effect**: Enhanced learning when using working memory's auditory and visual channels simultaneously, which eliminates visual split-attention and enables processing of more information than a single channel (Mousavi, Low, & Sweller, 1995). ## Connected To [[Split-Attention Effect]] | [[Transient Information Effect]] | [[Redundancy Effect]] | [[Cognitive Load Theory]] | [[Use Booklets]] --- ## Distinguishing from redundancy effect The modality effect differs from the redundancy effect (Kalyuga, Chandler, & Sweller, 1999). The redundancy effect cautions against presenting written and spoken words simultaneously because both compete for the auditory (language processing) channel, creating interference (Kalyuga et al., 1999). The modality effect uses the auditory channel for spoken words and the visual channel for visuals, splitting cognitive load across independent processing systems (Mousavi et al., 1995). ![[ModalityEffect.png|500]] The image above shows effective modality use: projecting a visual image of a periodic table element, pointing to components, and verbally explaining what each represents (Chandler & Sweller, 1991). ## Transience trap The modality effect has a limitation through the 'transience trap', which creates tension between cognitive load principles (Leahy & Sweller, 2011). A teacher explaining a diagram using spoken words works well when information is not too demanding (Mousavi et al., 1995). However, if the spoken presentation exceeds a difficulty threshold, its transient nature undermines student learning (Leahy & Sweller, 2011). Students cannot refer back to vanished spoken words. This creates conflict between the modality effect (use speech to reduce split-attention) and the transient information effect (provide permanent reference materials) (Leahy & Sweller, 2011). The solution is to present information in dual-modality format and include the explanation in written form for later reference (Leahy, Chandler, & Sweller, 2003). This avoids the [[Use Booklets|myth that students learn best from copying things down]]: they benefit from hearing the explanation whilst having permanent access to written support. Teachers can instruct students to close their books and focus on listening, explaining that they can re-read the explanation on the handout later if needed. Use the same booklet as students, including written explanations alongside images. When projecting the booklet, zoom in on the image section to use the modality effect whilst the written text remains available for later reference (Leahy et al., 2003). ## Managing cognitive load in videos Online educational videos often fall into the transience trap, with creators inserting extraneous visual and verbal information for entertainment and delivering content at rapid pace (Leahy & Sweller, 2011). Teachers can control verbal information by muting videos and narrating themselves, which reduces cognitive load whilst using the modality effect (Mousavi et al., 1995). If a video is too fast-paced, screenshot key frames and present them as static images whilst providing explanations. ## References Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. *Cognition and Instruction*, 8(4), 293-332. https://doi.org/10.1207/s1532690xci0804_2 Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. *Applied Cognitive Psychology*, 13(4), 351-371. https://doi.org/10.1002/(SICI)1099-0720(199908)13:4<351::AID-ACP589>3.0.CO;2-6 Leahy, W., Chandler, P., & Sweller, J. (2003). When auditory presentations should and should not be a component of multimedia instruction. *Applied Cognitive Psychology*, 17(4), 401-418. https://doi.org/10.1002/acp.877 Leahy, W., & Sweller, J. (2011). Cognitive load theory, modality of presentation and the transient information effect. *Applied Cognitive Psychology*, 25(6), 943-951. https://doi.org/10.1002/acp.1787 Mousavi, S. Y., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. *Journal of Educational Psychology*, 87(2), 319-334. https://doi.org/10.1037/0022-0663.87.2.319