The cognitive theory of multimedia learning postulates learning information in a dual‐modality design is more effective than in a single modality, which is known as the modality effect. Research has found that the modality effect supports problem‐solving learning, but not retention‐based learning. This divergence in findings can be explained by the mediating effects of individual differences in visuospatial working memory. The current study confirmed the modality effect, showing superiority of dual‐modality over single modality. Results revealed a significant interaction between visuospatial working memory and modality by retention, but no such interaction was obtained for problem solving. It was found that learners with low visuospatial working memory scored higher on retention in dual modality than these in single modality. Interestingly, no differences were found for learners with high visuospatial working memory on retention in both single‐ and dual‐modality conditions. The findings may explain for whom the modality effect works in relation to retention. Finally, the analysis showed no association between modality conditions and subtypes of cognitive load, that is, extraneous and germane cognitive load.

中文翻译：

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视觉空间工作记忆能力的个体差异影响模态效应

多媒体学习的认知理论认为，双模式设计比单模式更有效地学习信息，这被称为模式效应。研究发现，情态效应支持解决问题的学习，但不支持基于保留的学习。研究结果的这种差异可以通过视觉空间工作记忆中个体差异的介导作用来解释。当前的研究证实了模态效应，显示了双模态优于单模态。结果显示，视觉空间工作记忆与依存方式之间存在显着的交互作用，但并未获得解决问题的这种交互作用。研究发现，视觉空间工作记忆力低的学习者在双模态中的保留率高于单模态。有趣的是，对于在双模态和双模态条件下具有较高视觉空间工作记忆的学习者，没有发现差异。该发现可以解释与保留有关的情态效应对谁起作用。最后，分析表明，情态条件与认知负荷的亚型之间没有关联，即无关紧要的认知负荷和紧密的认知负荷。