Integrating written text and graphics as a desirable difficulty in long-term multimedia learning
作者：
Highlights：
• We investigate the modality effect in multimedia learning with immediate and delayed tests.
• Crucially, the written modality is superior in the delayed test.
• This suggests that the modality principle should be reversed for long-term learning.
• Studies on multimedia learning should not be restricted to immediate tests.
摘要
•We investigate the modality effect in multimedia learning with immediate and delayed tests.•Crucially, the written modality is superior in the delayed test.•This suggests that the modality principle should be reversed for long-term learning.•Studies on multimedia learning should not be restricted to immediate tests.
论文关键词：Multimedia learning,Modality effect,Desirable difficulties,Long-term memory
论文评审过程：Received 29 September 2015, Revised 18 January 2016, Accepted 9 February 2016, Available online 27 February 2016, Version of Record 27 February 2016.
论文官网地址：https://doi.org/10.1016/j.chb.2016.02.035
