Does the redundancy principle of multimedia learning hold in the secondary science classroom
Year: 2014
Type: article
Study design: Clinical Trial
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.
Author: Robert C. Wallon
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: National Institutes of Health
OpenAlex ID: W2589338963