Distractive effect of multimodal information in multisensory learning

Abstract

Multisensory learning has the potential to facilitate learning outcome. However, visual, auditory, and tactile information can be distractive under certain circumstance, and the effect of their combination has not been fully explored. In two experiments, sixty-four participants read Chinese paragraphs and then answered multiple-choice questions with visual, auditory, and tactile distractions, and their combinations. Distractions were discrete in experiment 1 and continuous in experiment 2. Auditory distraction (deviant sounds and music) increased workload most and slowed down reading speed. Tactile distraction also increased workload, but combing tactile distraction with auditory distractions did not further increase the workload. Although visual distraction alone did not affect workload, combining it with auditory and tactile distractions further increased the workload. Auditory distraction affects reading the most, so we should avoid or mask irrelevant sounds in the learning environment. Multisensory learning protocols should be tested before being put into practice.