Shaping the sensory experience in digital environments: modality, congruency, and learning

ABSTRACT

The aim of this study was to examine if—and to what extent—a sensory modality’s conceptual congruency influences learning in digital environments. Building on previous work in multimedia and embodied learning, the study used custom software to systematically vary the conceptual congruency of two sensory modalities (aural and bodily-kinesthetic). One hundred seventy-nine (N = 179) elementary students with prior knowledge of addition used the software as an introduction to multiplication. Results found that the participants who experienced more conceptual congruency in the aural and bodily-kinesthetic modalities demonstrated greater understanding of the target concept as measured by paper-based tests. In addition, the findings revealed the two modalities worked in a combinatorial fashion, suggesting a more-is-better impact on participant understanding. The study concludes with a discussion of the findings, along with an exploration of the theoretical and practical implications for designing sensory experiences that influence learning.

KEYWORDS:

• Digital learning
• sensory modality
• conceptual congruency
• multimedia learning
• embodied learning
• mathematics

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Seungoh Paek

Seungoh Paek is an Associate Professor of Learning Design and Technology at the University of Hawai‘i at Mānoa. Her research focuses on the design of interactive media for young children in the domain of mathematics and science.

Daniel L. Hoffman

Daniel L. Hoffman is an Assistant Professor of Learning Design and Technology at the University of Hawai‘i at Mānoa. His research focuses on the design of digital learning environments and its impact on learning and engagement.

John B. Black

John B. Black is the Cleveland E. Dodge Professor of Telecommunications and Education at Teachers College, Columbia University. His research focuses on cognitive research and its application to the design and use of educational technology.