Applying the modality principle and cognitive load theory to facilitate Chinese character learning via multimedia instruction

The modality principle stemming from the Cognitive Theory of Multimedia Learning asserts that narration is more effective and efficient than onscreen text depicting static images or dynamic images. This principle is applicable in multimedia-enhanced acquisition of foreign language vocabulary. However, the research findings on the matter, especially the effect of presentation mode in learning Chinese, are not conclusive. This research study investigated the effects of the presentation mode on learning the pronunciations, forms and meanings of Chinese characters through multimedia instruction for the undergraduate students without prior Chinese knowledge. A 2 x 2 experimental design was used in this study. The independent variables consisted of presentation mode with two levels (narration vs. text), and type of Chinese character with two levels (pictograph vs. ideograph). The dependent variable consisted of Meaning Recognition Test, Pinyin Recognition Test and Pronunciation Recognition Test. An immediate test and a delayed test in a week were administered online. Participants were 172 undergraduate students enrolled in one computer literacy course, eight German courses, and four Spanish courses at a big university in the southwest of the United States. Eighty-eight participants completed the study in the labs and 84 participants completed the study out of the labs. Every participant was randomly assigned to one of the four experimental treatment conditions. The ANOVA results showed a significant main effect of the presentation mode in the immediate test which revealed a reverse modality effect, that is, while learning the Chinese characters through animation, onscreen text is more effective and efficient than narration. A significant main effect of the type of Chinese characters in both immediate test and delayed test were found which indicated the participants learning Chinese pictographs made better retention on the Chinese character than learning Chinese ideographs. The analysis of the Cognitive Load Scale indicated that participants invested significant heavier cognitive load learning ideograph than learning pictograph.