Effects of Multimodal Information on Learning Performance and Judgment of Learning

Abstract

Two experiments were conducted to investigate the effects of multimodal information on learning performance and judgment of learning (JOL). Experiment 1 examined the effects of representation type (word-only versus word-plus-picture) and presentation channel (visual-only versus visual-plus-auditory) on recall and immediate-JOL in fixed-rate learning conditions. Experiment 2 examined the effects of representation type (word-only versus word-plus-picture) and presentation media (computer versus paper) on recall and delayed-JOL in self-paced learning conditions. The results showed that recall performance was better in word-only conditions than in word-plus-picture conditions in Experiment 1, and better in computer conditions than in paper conditions in Experiment 2. Multimodal information had no influence on magnitude of people's judgment. Participants were overconfident in all conditions, but more overconfident in computer conditions than in paper conditions.