Digital Media Modalities for Word Learning

Overseen By Sarah Kucker, PhD

Age: < 18

Sex: Any

Trial Phase: Academic

Sponsor: Oklahoma State University

Disqualifiers: Developmental delay, Other language exposure

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: 2

What You Need to Know Before You Apply

What is the purpose of this trial?

This trial explores how young children learn new words through various types of digital media. It seeks to determine which digital formats, such as 2D screens or 3D experiences, most effectively aid vocabulary development. The trial includes several groups, each experiencing different combinations of 2D and 3D learning (referred to as Modality - 2D-2D, Modality - 2D-3D, and Modality - 3D-2D). It is suitable for children aged 18 to 30 months who have not been diagnosed with a developmental delay and who primarily hear one language. As an unphased trial, this study provides a unique opportunity for parents to contribute to understanding how digital media can enhance early language development.

Will I have to stop taking my current medications?

The trial information does not specify whether participants need to stop taking their current medications.

What prior data suggests that these digital media modalities are safe for young children's word learning?

Research has shown that children generally respond well to using digital media for learning. Studies have found both positive and negative effects on children's thinking and social skills when they use screen-based media. However, no specific reports indicate negative effects from the different digital formats being tested, such as 2D-2D, 2D-3D, or 3D-2D.

In these studies, children engage with media in various ways, from simple 2D screens to more interactive 3D animations. For instance, 3D animations have succeeded in other educational settings, helping children grasp complex topics without any safety concerns.

Overall, while the effects on learning and development can vary, the digital formats themselves are considered safe for use in educational trials like this one. No evidence of harm exists, making these digital learning tools a promising area for further study. ^{1 2 3 4 5}

Why are researchers excited about this trial?

Researchers are excited about this trial because it explores how different digital media formats can enhance word learning. Traditionally, word learning relies on static 2D images or text. This study investigates dynamic and interactive experiences by presenting items in various combinations of 2D and 3D formats. The unique aspect here is how transitioning between 2D and 3D, or using solely 3D, might help improve the generalization of word learning. By understanding these effects, the trial aims to uncover insights that could lead to more effective educational tools and techniques.

What evidence suggests that this trial's modalities could be effective for word learning?

Research has shown that different digital methods can affect how children learn and remember words. In this trial, participants will be assigned to one of several treatment arms. In the 2D-2D arm, studies have found that children effectively learn by transferring knowledge between flat images, which helps them recognize and act on what they see. For the 2D-3D arm, evidence suggests that moving from flat images to 3D models can boost learning by engaging different thinking skills. Similarly, the 3D-2D arm, where learning starts with 3D objects and moves to flat images, has been found to improve understanding and memory because 3D models often offer more interactive and engaging experiences. Each method leverages the strengths of either flat or 3D formats to help children learn words effectively. ^{3 6 7 8 9}

Are You a Good Fit for This Trial?

This trial is for young children aged between 17 and 30 months who are healthy and primarily exposed to one language. Children with diagnosed developmental delays or disorders, or those significantly exposed to a second language (more than 25%), cannot participate.

Inclusion Criteria

My child is between 18 and 30 months old.

Exclusion Criteria

Diagnosed developmental delay or disorder

Exposure to more than 25% of another language

Timeline for a Trial Participant

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Word Learning Task

Children participate in a novel word learning task to test their ability to map and retain new words within and between digital media and real-world objects.

1 session

1 visit (in-person)

Generalization Task

Children's novel label generalization abilities are tested within and between 2D and 3D modalities using a novel noun generalization task.

1 session

1 visit (in-person)

Follow-up

Participants are monitored for vocabulary growth and retention of learned words.

4 weeks

What Are the Treatments Tested in This Trial?

Interventions

• Modality - 2D-2D
• Modality - 2D-3D
• Modality - 3D-2D

Trial Overview

The study examines how toddlers learn words in digital environments by comparing different ways of presenting information: using three-dimensional images that transition to two-dimensional ones, vice versa, or staying two-dimensional.

How Is the Trial Designed?

Group I: 3D-2D Experimental Treatment 1 Intervention

Initial items in 3D, generalization in 2D

Group II: 2D-3D Experimental Treatment 1 Intervention

Initial items in 2D, generalization in 3D

Group III: 2D-2D Experimental Treatment 1 Intervention

Initial items in 2D, generalization in 2D

Group IV: 3D-3D Active Control 1 Intervention

All items presented in 3D form

Who Is Running the Clinical Trial?

Oklahoma State University

Lead Sponsor

Trials

51

Recruited

8,600+

Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)

Collaborator

Trials

2,103

Recruited

2,760,000+

Published Research Related to This Trial

In a study of 148 college students (73 with dyslexia and 75 without), those with dyslexia performed better with Onscreen Text compared to their peers, indicating a reverse modality effect that suggests different learning preferences based on dyslexia status.

While the presence of images generally improved performance for all students, the study found no significant interactions related to multimedia conditions or mental effort, highlighting the need for tailored multimedia learning approaches for students with dyslexia.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The influence of the multimedia and modality principles on the learning outcomes, satisfaction, and mental effort of college students with and without dyslexia. Dawson, K., Zhu, J., Ritzhaupt, AD., et al.[2021]

In a study of 901 undergraduate physiology students, significant differences in learning style preferences were found between genders, with females favoring visual learning and males showing a preference for visual and read/write modalities.

There was a notable correlation between preferred learning style and course performance, with students who preferred visual learning achieving the highest average scores (83.53), while those favoring kinesthetic learning scored the lowest (76.70).

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Learning style preferences and course performance in an undergraduate physiology class. Dobson, JL.[2015]

Both traditional textbooks and audiovisual-3D materials resulted in similar examination scores among 30 young adult participants, indicating that knowledge acquisition can be effective through different formats.

Audiovisual-3D learning engaged more brain systems and showed a positive correlation with prefrontal cortex activity and working memory, suggesting it may enhance cognitive strategies compared to traditional textbook learning, which relied more on verbal memory.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Brain activity during traditional textbook and audiovisual-3D learning. Pujol, J., Blanco-Hinojo, L., Martínez-Vilavella, G., et al.[2021]

A meta-analysis of 86 independent effects found that the modality effect in multimedia learning, which suggests that illustrated text is better understood visually than orally, has a reduced overall effect size of 0.38, indicating a weaker relationship than previously thought.

The study highlights the need to reconsider the theoretical foundations of the modality effect, suggesting that existing models like Baddeley's working memory theory may not adequately explain this phenomenon.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Does the modality effect exist? And if so, which modality effect? Reinwein, J.[2021]

A review of 33 studies indicates that using television as a patient education tool can effectively enhance knowledge, skill training, and behavior change, with 11 studies showing significant results through randomized control trials.

Video presentations were found to be as effective as other educational methods and more effective than just providing written information, suggesting that television can be a valuable resource in patient education.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Television as a patient education tool: a review of its effectiveness. Nielsen, E., Sheppard, MA.[2019]

In a study involving 68 patients with periodontitis, those who received education through 3D animations scored significantly higher in knowledge tests immediately after and two weeks after the educational intervention compared to those who received traditional narration and drawings.

The results suggest that 3D animations are a more effective method for enhancing patient understanding and recall of information related to periodontitis, indicating their potential as a valuable educational tool in dental care.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Role of 3D animation in periodontal patient education: a randomized controlled trial. Cleeren, G., Quirynen, M., Ozcelik, O., et al.[2017]

In a study involving 14 patients with chronic left hemispheric lesions and mild aphasia, using gestures alongside verbal training significantly enhanced the learning of new words, particularly for those with better lexico-semantic abilities.

The effectiveness of gestures in aiding language learning was linked to the integrity of specific brain regions, with better outcomes observed in patients whose left anterior temporal pole was less damaged, highlighting the importance of individual brain profiles in aphasia rehabilitation.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Lexical learning in mild aphasia: gesture benefit depends on patholinguistic profile and lesion pattern. Kroenke, KM., Kraft, I., Regenbrecht, F., et al.[2022]

Children with dyslexia learned more efficiently when using audio or a combination of audio and text, spending less time on learning compared to when only written text was used.

Despite differences in working memory between children with dyslexia and their typically reading peers, this did not affect the learning outcomes, indicating that audio support can be beneficial for children with dyslexia in multimedia learning environments.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The modality and redundancy effects in multimedia learning in children with dyslexia. Knoop-van Campen, CAN., Segers, E., Verhoeven, L.[2021]

A multimedia system for pre-operative patient information in oral and maxillofacial surgery was developed and evaluated with 85 patients, showing a highly positive response regarding its design, functionality, and ability to enhance understanding of medical information.

Over 70% of patients rated the multimedia program as equal to or better than traditional information sources like leaflets and the Internet, indicating that modern media can significantly improve the quality of patient education.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

[Preoperative information]. Knobel, A., Hassfeld, S.[2018]

The study demonstrated that a digital training tool based on a multimodal learning approach significantly improved knowledge acquisition about self-injection of enoxaparin sodium among hospitalized patients compared to traditional nurse explanations, with a notable statistical significance (P < .01).

Despite the effectiveness of the digital tool in enhancing knowledge, patients reported higher satisfaction with the traditional training method provided by nurses, indicating that while digital applications are beneficial, they should complement rather than replace professional care.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The Effect of a Patient Education Multimodal Digital Platform on Knowledge Acquisition, Self-efficacy, and Patient Satisfaction. Zhitomirsky, Y., Aharony, N.[2023]

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Transfer of learning from 2D to 3D involves matching a 2D symbol to a 3D object, requiring a flexible capacity to recognize and act regardless of dimension.

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Digital Media Modalities for Word Learning

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Second language learning of depiction in a different modality

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Modalities for Healthy Subjects · Info for Participants

Trial Overview The study explores how toddlers learn new words through different types of digital media exposure: from two-dimensional (2D) to two-dimensional, ...