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Their results support cognitive load theory, wherein it is hypothesized that simultaneous inputs from two modes increase cognitive load and, hence, can be detrimental to learning compared with the presentation of the material in a single modality only (Plass, Moreno, & Brunken, 2010).
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Simultaneous inputs increase cognitive load and can be detrimental to learning cognitive load theory suggests
- Confidence Score
- 0.500
- Claim Maker
- Plass, Moreno, & Brunken
- Context Type
- Website Article
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{ "date": null } - Subject Tags
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- 9fc8a293-7ee8-4e95-8bed-388e53b8afbd
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- ✗ No vector
- Created
- September 2, 2025 at 7:18 PM (1 week ago)
- Last Updated
- September 2, 2025 at 7:18 PM (1 week ago)
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https://journals.sagepub.com/doi/full/10.1177/2158244016669550?campaign_id=18&emc=edit_hh_20250829&instance_id=161530&nl=well®i_id=122976029&segment_id=204892&user_id=b25c5730c89e0c73f75709d8f1254337
A study investigated if reading, listening, or dual modality impacts comprehension. Results showed no significant differences in immediate or 2-week retention across modalities for college-educated adults.
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