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Applying the modality principle to real-time feedback and the acquisition of higher-order cognitive skills

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Abstract

Effectively presenting complex material is a crucial component of instructional design within simulation-based training (SBT) environments. One approach to facilitate the acquisition of higher-order knowledge is to embed instructional strategies within the systems themselves. Currently, however, there are few established guidelines to inform developers how best to implement such strategies. In response, this study aims to explore the presentation of one such strategy—feedback—during SBT of a complex decision-making task. Specifically, this study extends past research on the modality principle of multimedia learning by comparing the use of spoken- versus printed-text real-time feedback in an SBT environment. During two primarily visual training scenarios, participants received spoken-text (Spoken Group), printed-text (Printed Group), or no feedback (Control Group) based on their performance. Results indicated that the Spoken Group demonstrated greater decision-making performance during training and assessment compared to the Printed Group. These findings are consistent with those of past research and suggest that the modality principle can be extended to the presentation of real-time feedback during SBT of higher-order cognitive skills.

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Acknowledgments

This study is supported in part by the Office of Naval Research Grant N0000141010113. The views and conclusions contained in this document are those of the authors and should not be interpreted as representing the official policies, either expressed or implied, of the ONR or the US Government. The US Government is authorized to reproduce and distribute reprints for Government purposes notwithstanding any copyright notations hereon.

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Authors and Affiliations

  1. Institute for Simulation and Training, University of Central Florida, 3100 Technology Parkway, Orlando, FL, 32826, USA

    Logan Fiorella, Jennifer J. Vogel-Walcutt & Sae Schatz

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  1. Logan Fiorella
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  2. Jennifer J. Vogel-Walcutt
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  3. Sae Schatz
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Correspondence to Logan Fiorella.

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Fiorella, L., Vogel-Walcutt, J.J. & Schatz, S. Applying the modality principle to real-time feedback and the acquisition of higher-order cognitive skills. Education Tech Research Dev 60, 223–238 (2012). https://doi.org/10.1007/s11423-011-9218-1

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