## 8 Results  
### Qualitative Results: Assisted Learning Performance Through Multi-Modalities  
It is believed that multi-modalities in learning applications can improve the entire learning experience, making the learning process more entertaining and relaxing. Therefore, the learning outcomes improve, and the learning performance is also better assisted. Interviewee 10 commented the following:  
_It is more vivid and easier to understand the content. It is more attractive, makes people more interested in learning, and the learning performance will be better._  
Interviewee 12 gave a similar and detailed response:  
_I think each modality has its own unique effect. For example, the visual modality will impact our cerebral cortex and make it easier to remember some complicated things. The specific operations and functions can be understood through pictures. I think auditory modality and speech modality will also impact our brain cells and enhance our memory of knowledge, while the combination of multiple modalities will more significantly improve our learning effects and performance._  
The second discovery from the analysis revealed that the visual modality is more appreciated by users in their preferred learning apps for many reasons, such as the vivid, attractive, colorful, and straightforward effects shown in Figure 1.  
I perceive that videos are more useful; Interesting videos are more attractive than pictures or boring text or audio. Videos will make me continue watching and selectively remember the knowledge points that I am interested in or need._  
(Interviewee 2)  
Interviewee 8 made a similar justification:  
I think videos are the most useful one. Compared with pictures, videos have higher coherence, connect you with knowledge, are vivid and colorful, and are easier to remember; videos are more straightforward, objective, vivid and concise than text; videos are more effective than audio. However, some learners provided more holistic answers, like Interviewee 19:  
Which modality is more useful depends on the learning content, goals, and personal learning style and preferences. For content that is highly theoretical and requires in-depth thinking, text may be more effective; for content that requires visual understanding or operational demonstration, pictures and videos may be more suitable; in mobile learning or busy situations, audio may be a good and convenient choice. The third finding from the interview content on this theme is related to the application categories created by the university students themselves according to their own learning experience. The answers are diverse but enlightening. The underlying logic of the classification is based on the aim and the function of the learning applications, as Interviewee 6 replied:  
_There have been classifications, and the categories include vocabulary inquiry, reading, English speaking practice, and course viewing. The classification criteria are the main functions of the app for me, or what I want to get from the app._  
Some learners distinguished more application types based on their daily study, such as subject-based, function-based, exam-based, and task-based apps. We learned this from the responses of Interviewees 12 and 17:  
_I have classified the learning apps on my mobile phone. They were divided according to the type of learning and the subjects. For example, according to the type of learning, they were divided into English and other subjects. Then English can be divided into individual category due to different functions, like grammar, composition, etc. ; if divided according to the type of examination, there were categories like computer level 2 examination, teacher qualification certificate examination, CET 4 and CET 6 examination, etc._  
Figure 1: User preference of visual modality in mobile learning apps. Yes, they were classified.