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

212 Participants Needed

Trial Summary

What is the purpose of this trial?

The goal of this work is to address increasing concerns about young children's digital media exposure and language outcomes by testing how the times course of word learning unfolds in digital environments and the cascading impact of digital media on vocabulary outcomes. The findings will have important implications for understanding when and where optimal word learning from media can occur.

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 data supports the effectiveness of the treatment Digital Media Modalities for Word Learning?

Research shows that using digital media, like 3D animations and multimedia platforms, can improve learning and knowledge retention. For example, 3D animations have been effective in educating patients about health conditions, and multimedia approaches have enhanced patient knowledge and satisfaction in medical settings. ^{1 2 3 4 5}

How does the treatment 'Digital Media Modalities for Word Learning' differ from other treatments for word learning?

This treatment is unique because it uses digital media, such as audiovisual and multimedia tools, to enhance word learning, which may be more engaging and effective for individuals with different learning styles compared to traditional methods like textbooks. It leverages the modality effect, which suggests that combining visual and auditory information can improve understanding and retention, especially for those with learning difficulties like dyslexia. ^{6 7 8 9 10}

Eligibility Criteria

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

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

Treatment Details

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.

Participant Groups

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+

Findings from Research

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]

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]

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]

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]

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]

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]

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]

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]

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 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]

References

1. United States pubmed.ncbi.nlm.nih.gov

Role of 3D animation in periodontal patient education: a randomized controlled trial. [2017]

2. Germany pubmed.ncbi.nlm.nih.gov

[Preoperative information]. [2018]

3. Italy pubmed.ncbi.nlm.nih.gov

Lexical learning in mild aphasia: gesture benefit depends on patholinguistic profile and lesion pattern. [2022]

4. Ireland pubmed.ncbi.nlm.nih.gov

Television as a patient education tool: a review of its effectiveness. [2019]

5. United States pubmed.ncbi.nlm.nih.gov

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

6. United States 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. [2021]

7. United States pubmed.ncbi.nlm.nih.gov

Brain activity during traditional textbook and audiovisual-3D learning. [2021]

8. United States pubmed.ncbi.nlm.nih.gov

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

9. England pubmed.ncbi.nlm.nih.gov

The modality and redundancy effects in multimedia learning in children with dyslexia. [2021]

10. United States pubmed.ncbi.nlm.nih.gov

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