The modality effect in a mobile learning environment: Learning from spoken text and real objects

The finding that under split‐attention conditions students learn more from a picture and spoken text than from a picture and written text (ie, the modality effect) has consistently been found in many types of computer‐assisted multimedia learning environments. Using 58 fifth‐grade and sixth‐grade elementary school children as participants, we investigated whether the modality effect can also be found in a mobile learning environment (MLE) on...