The purpose of this study was to examine the application of the multimedia and modality principles on cued-recall, recognition, and mental effort of college students with and without dyslexia. The study used a Multimedia (Image Present vs. Image Absent) × Modality (Narration vs. Onscreen Text) × Dyslexia (Dyslexia vs. Non-Dyslexia) 3-way factorial design with each independent variable serving as a between-subject condition. A total of N = 148 participants (73 with dyslexia and 75 without dyslexia) were recruited from five different institutions of higher education in the Southeastern United States and systematically assigned to one of four multimedia learning conditions. After assessing our data for statistical assumptions, we employed factorial Analysis of Variance (ANOVA) models on each dependent measure. Our findings show a reverse modality effect for students with dyslexia who performed better than their peers without dyslexia in Onscreen Text conditions. Although performance was better across groups and conditions when images were present, there were no significant interactions related to the multimedia condition. Similarly, there were no significant interactions related to mental effort even though learners with dyslexia exhibited high instructional efficiency in the Onscreen Text-Image Present condition while learners without dyslexia exhibited low task involvement in the Onscreen Text-Image Absent condition. Our results provide theoretical implications and important avenues for future research and practice as related to how multimedia learning influences students with dyslexia. We also suggest studies that could inform the eventual design of adaptive and personalized multimedia learning solutions for learners with dyslexia.

本研究的目的是研究多媒体和情态原理在有诵读困难和没有诵读困难的大学生的暗示记忆，认知和脑力劳动中的应用。该研究使用了多媒体（当前图像与不存在图像）×模态（叙述与屏幕文字）×阅读障碍（阅读障碍与非阅读障碍）3向析因设计，每个独立变量均作为受试者之间的条件。共N从美国东南部的五个不同的高等教育机构招募了148名参与者（其中73名患有阅读障碍，75名没有阅读障碍），并有系统地分配给四种多媒体学习条件之一。在对我们的数据进行统计假设评估后，我们对每个相关度量采用了阶乘因子分析（ANOVA）模型。我们的研究结果显示，对于阅读困难的学生而言，在屏幕上文字条件下的表现要好于没有阅读困难的同龄人，其逆向情态效果明显。尽管在有图像的情况下，在不同组和条件下的性能都更好，但是与多媒体条件之间没有显着的交互作用。相似地，即使有阅读障碍的学习者在屏幕上显示的文本图像状态下表现出较高的教学效率，而没有阅读障碍的学习者在屏幕上显示的文本图像状态下表现出较低的任务投入，也没有与精神努力相关的重要交互作用。我们的研究结果为多媒体学习如何影响阅读障碍的学生提供了理论上的启示，并为未来的研究和实践提供了重要的途径。我们还建议进行一些研究，以为患有阅读障碍的学习者提供最终的自适应和个性化多媒体学习解决方案设计方案。我们的研究结果为多媒体学习如何影响阅读障碍的学生提供了理论上的启示，并为未来的研究和实践提供了重要的途径。我们还建议进行一些研究，以为患有阅读障碍的学习者提供最终的自适应和个性化多媒体学习解决方案设计方案。我们的研究结果为多媒体学习如何影响阅读障碍的学生提供了理论上的启示，并为未来的研究和实践提供了重要的途径。我们还建议进行一些研究，以为患有阅读障碍的学习者提供最终的自适应和个性化多媒体学习解决方案设计方案。