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Title:Does the redundancy principle of multimedia learning hold in the secondary science classroom?
Author(s):Wallon, Robert
Advisor(s):Osborne, Margery
Department / Program:Curriculum and Instruction
Discipline:Curriculum and Instruction
Degree Granting Institution:University of Illinois at Urbana-Champaign
high school
Abstract:This study examines the extent to which the redundancy principle of multimedia learning holds in the context of a secondary science classroom. Previous research has identified circumstances when eliminating redundant information improved learning outcomes, but those studies were conducted in laboratory and workplace settings rather than secondary science classrooms. Therefore the goal of this study is to further clarify the boundaries of the redundancy principle. This study used a pretest-posttest quasi-experimental design during the enactment of a curriculum unit in three periods of a non-introductory high school biology class. Fifty students were tested before and after watching either the redundant or nonredundant version of a video clip and at the conclusion of the curriculum unit. Comparison of student scores shows a redundancy effect on measures of retention but no redundancy effect on measures of transfer. Future research should explore the applicability of the redundancy principle using more authentic measures of transfer.
Issue Date:2014-05-30
Rights Information:Copyright 2014 Robert Wallon
Date Available in IDEALS:2014-05-30
Date Deposited:2014-05

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