## 8 Results
### Quantitative Results
#### 8.2.3 Perspectives on the Five Modalities in Different Learning Applications
The highest percentage of college users agreed and strongly agreed that \"I find that the verbal modality (e.g., speaking or sound-recording function) is more useful than other modalities in function-based applications\" (81%, M = 4.01, S*D = 0.75). The item \"I find that the verbal modality (e.g., speaking or sound-recording function) is more useful than other modalities in game-based applications\" scored the lowest mean of 3.94, and the standard deviation was 0.81. Based on the results, the university learners reported that the verbal modality was more useful in function-based applications and less appreciated in game-based applications than the other four modalities. Figure 4: Percentage statistics for perspectives on visual modality in different types of learning applications. Figure 5: Percentage statistics for perspectives on aural modality in different types of learning applications. The findings concerning students' responses in Figure 7 on all items regarding their perspectives on the reading modality in different learning applications indicated that two of the items had the same mean score (4.04) and were related to the reading modality (e.g., text) in major-based applications and exam-based applications. Participants believed that the reading modality was more important in these two applications than in other modes. A total of 3% of the college users strongly disagreed with the statement \"I find that the reading modality (e.g., text) is more useful than other modalities in game-based applications\" (M = 3.9, S*D = 0.88), which scored first in strong disagreement among the five items under this dimension. According to the findings, the reading modality in major-based applications and exam-based applications was more significant to users, while, in game-based applications, it was less appreciated than in the other four types of applications. The descriptive analysis of the writing modality scale in Figure 8 illustrated that a large percentage of college learners agreed and strongly agreed with the five items related to the usefulness of this mode. However, around 5% of the respondents disagreed and strongly disagreed here, which was higher than that for the other four modalities. The item \"I find  
Figure 6: Percentage statistics for perspectives on verbal modality in different types of learning applications. Figure 7: Percentage statistics for perspectives on reading modality in different types of learning applications. that the writing modality (e.g., word-typing function) is more useful than other modalities in game-based applications\" scored highest in disagreement and strong disagreement among the five statements (7%, M = 3.86, S*D = 0.86). Further, the highest mean occurred for the statement \"I find that the writing modality (e.g., word-typing function) is more useful than other modalities in exam-based applications\" (M = 3.99, S*D = 0.75). Based on these data, the writing modality in exam-based applications was considered more useful than other modalities for college learners, followed by major-based applications and task-based applications, while the writing mode in game-based applications was less useful than the other four types of applications, according to the participants' responses.