University of Illinois Urbana-Champaign

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

Wallon, Robert

Content Files
Robert_Wallon.pdf

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

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
Date of Ingest
2014-05-30T16:53:22Z
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
Permalink
http://hdl.handle.net/2142/49633
Copyright and License Information
Copyright 2014 Robert Wallon

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