Zooming into Digital Multimodal Reading Comprehension and Cognitive Load

Abstract

This study, leveled on multimodality and cognitive load, was based on an assumption that multimodal ensembles impact reading selection and comprehension. Data were collected from a sample of 40 learners at the entry-level of a License program through two multimodal reading tasks (RTs) in a workshop on digital reading at a Jordanian University. The two RTs included eight multimodal versions: five formats in RT1 and three in RT2 to assess reading selection and comprehension. Results of RT1 showed that learners who opted for reading with a few multimodal elements answered the comprehension questions relatively faster and better than those who read texts with heavy or no multimodality. Results of RT2 showed that the group with a reduced load of elements that combined moving images and soundtrack outperformed those who experienced moving images per se and the group that read a combination of all the modes in focus: writing, sound, and moving images. The findings of both RTs stand to reason for adding multimodal elements moderately to plain written texts to enhance readers’ engagement in reading and comprehension. Results also suggest better reading comprehension when cognitive load is medium than when it is low or high, regardless of the mode. In closing, the study calls attention to some limitations that should be considered when interpreting the results. It also suggests topics for further research.