Does the redundancy principle of multimedia learning hold in the secondary science classroom?

Wallon, Robert

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https://hdl.handle.net/2142/49633 Copy

Description

Title

Does the redundancy principle of multimedia learning hold in the secondary science classroom?

Author(s)

Wallon, Robert

Issue Date

2014-05-30T16:53:22Z

Director of Research (if dissertation) or Advisor (if thesis)

Osborne, Margery

Department of Study

Curriculum and Instruction

Discipline

Curriculum and Instruction

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

M.S.

Degree Level

Thesis

Keyword(s)

• redundancy
• multimedia
• video
• science
• 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.

Graduation Semester

2014-05

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http://hdl.handle.net/2142/49633

Copyright and License Information

Copyright 2014 Robert Wallon

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