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

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.

Name thesis:degree_name

M.S.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Curriculum and Instruction

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Wallon, Robert

Contributors dc:contributor

• Osborne, Margery

• redundancy
• multimedia
• video
• science
• high school

Statement dc:rights

• Copyright 2014 Robert Wallon

Language dc:language

en

Handle dc:identifier

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

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/49633