The Interaction between Cueing Modality and Levels of Information Processing in 3D Interactive E-Books and Its Impact on Developmental and Thinking Skills among Primary School Students

Abstract

This study examines the interaction between cueing modality (visual, auditory, and dual) in 3D interactive e-books and levels of information processing (surface vs. deep) and their impact on developmental and thinking skills among fourth-grade primary students. The study is grounded in the assumption that the effectiveness of digital media depends not on stimulus density but on the alignment between design features and learners’ cognitive processing mechanisms. A quasi-experimental factorial design was employed, in which students were assigned to groups based on cueing modality and processing level. Instruments measuring developmental skills and thinking skills were administered.

The findings revealed statistically significant differences attributable to cueing modality and level of processing, as well as a significant interaction effect between the two variables. Dual cueing was particularly effective among learners with deep processing levels. The results further indicated that improvements in thinking skills were mediated by enhancements in foundational developmental skills, particularly attention and memory. The study concludes that the design of digital textbooks should be grounded in cognitive design models that account for the interaction between media characteristics and learner processing levels in order to promote deeper learning and higher-order thinking.