## 8 Results
### Quantitative Results
#### 8.2.3 Perspectives on the Five Modalities in Different Learning Applications  
The results of the perspectives on the visual modality in different types of learning applications in Figure 4 showed that a larger proportion of the respondents found the visual modality (e.g., pictures, images, or videos) to be more useful than other modalities in major-based applications because this item scored the highest mean of 4.1 and the standard deviation was 0.73. The item \"I find that the visual modality (e.g., pictures, images, videos) is more useful than other modalities in game-based applications\" came second in this dimension (M = 4.07, S*D = 0.67). These results indicated that most users believed that the visual mode was more crucial than the other four modalities in major-based, game-based, and function-based applications. The university students' perspectives in Figure 5 on the scale of the aural modality in different learning applications were mostly agreement and strong agreement. The highest percentage of agreement and highest mean occurred for the item \"I find that the aural modality (e.g., audio or listening function) is more useful than other modalities in example-based applications\" (62%, M = 4.07, S*D = 0.67). The item \"I find that the aural modality (e.g., audio or listening function) is more useful than other modalities in game-based applications\" had the greatest proportion of strong agreement among the five items (25%, M = 4.02, S*D = 0.76). Furthermore, the item \"I find that the aural modality (e.g., audio or listening function) is more useful than other modalities in major-based applications\" scored second for the mean (M = 4.04, S*D = 0.75). These results indicated that the aural modality was more appreciated in exam-based applications and major-based applications than in the other three types. \begin{table}
\begin{tabular}{c c c c c c c c c} \hline \hline \multirow{2}{*}{**Statements**} & \multirow{2}{*}{**N**} & \multicolumn{6}{c}{**Percent (100\%)**} \\ \cline{3-8}  & & **(f)** & **(f)** & **(f)** & **(f)** & **(f)** & **M** & **S*D** \\ \cline{3-8}  & & **SD** & **D** & **LA** & **A** & **SA** & & \\ \hline The aural modality (e.g., audio or listening function) in the learning applications is very important to enhance my learning performance. & 300 & 0.3 & 2.3 & 9 & 60.7 & 27.7 & 4.13 & 0.69 \\ \hline I enjoy using the verbal modality (e.g., speaking or sound-recording function) in the learning applications. & 300 & 0.7 & 5.3 & 11.3 & 59.7 & 23 & 3.99 & 0.79 \\ \hline The verbal modality (e.g., speaking or sound-recording function) in the learning applications is very important to enhance my learning performance. & 300 & 0 & 4.3 & 15.5 & 56.3 & 24.3 & 4.01 & 0.75 \\ \hline I enjoy using the reading modality (e.g., text) in the learning applications. & 300 & 0.3 & 3 & 15 & 59 & 22.7 & 4.01 & 0.73 \\ \hline The reading modality (e.g., text) in the learning applications is very important to enhance my learning performance. & 300 & 0.3 & 2.7 & 14.3 & 59.3 & 23.3 & 4.03 & 0.72 \\ \hline I enjoy using the writing modality (e.g., word-typing function) in the learning applications. & 300 & 0.7 & 4.3 & 11.7 & 61.3 & 22 & 4 & 0.76 \\ \hline The learning applications’ writing modality (e.g., word-typing function) is very important to enhance my learning performance. & 300 & 0.3 & 4.3 & 13.3 & 59.7 & 22.3 & 3.99 & 0.75 \\ \hline Overall & & (1) & (13) & (40) & (179) & (67) & & 4.04 & 0.74 \\ \hline \hline \end{tabular}
\begin{tabular}{c c c c c c} \hline \hline \multirow{2}{*}{Scale description: SD = strongly disagree, D = disagree, LA = less agree, A = agree, SA = strongly agree; M = mean; S*D = standard deviation.} \\ \end{tabular}
\end{table} 
Table 4: _Cont._The findings in Figure 6 that related to the descriptive analysis of students' perspectives on the verbal modality in different learning applications were much more in agreement than disagreement.