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Media presentation mode, English listening comprehension and cognitive load in ubiquitous learning environments: Modality effect or redundancy effect?

Two-way multivariate analysis of covariance (MANCOV A) As shown in Table 8, for English listening comprehension, learners in the double mode group outperformed learners in the single mode group. For cognitive load, learners receiving single mode encountered a higher level than learners receiving double mode. As shown in Table 9, Wilk’s lambda showed a significant result, indicating that learners in both groups had significant differences in at least one dependent variable (English listening comprehension or cognitive load). The analysis of two-way MANCOVA, with covariance of English listening proficiency, showed . | Australasian Journal of Educational Technology 2011 27 4 633-654 Media presentation mode English listening comprehension and cognitive load in ubiquitous learning environments Modality effect or redundancy effect Chi-Cheng Chang Hao Lei and Ju-Shih Tseng National Taiwan Normal University Although ubiquitous learning enhances students access to learning materials it is crucial to find out which media presentation modes produce the best results for English listening comprehension. The present study examined the effect of media presentation mode sound and text versus sound on English listening comprehension and cognitive load. Participants were 162 students majoring in Applied Foreign Language at a university in Taiwan. The students were randomly assigned to either single mode sound or double mode sound and text . The research questions are a whether students learning with double mode outperformed students learning with single mode in listening comprehension and b whether students learning with double mode encountered less cognitive load than students learning with single mode. If the answers to these questions are affirmative then the modality effect occurs and the redundancy effect does not occur. The results demonstrated that a text significantly enhanced English listening comprehension and lowered cognitive load b students with higher English listening comprehension experienced lower cognitive load and vice versa c text added no benefit to schema construction in long term memory and d complex media presentations were not necessarily helpful to learning. Results a and b confirmed that the modality effect occurred and the redundancy effect did not occur in the present study. Introduction Background Listening comprehension is difficult for foreign language learners because it is a continuous process that requires learners to understand messages while listening to them and sometimes can lead to a heavy cognitive load. In order to minimise listening barriers various .