Partial Verbal Redundancy in Multimedia Presentations for Writing Strategy Instruction

Autor/inn/en	Roscoe, Rod D.; Jacovina, Matthew E.; Harry, Danielle; Russell, Devin G.; McNamara, Danielle S.
Titel	Partial Verbal Redundancy in Multimedia Presentations for Writing Strategy Instruction
Quelle	29 (2015), S.669-679 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Multimedia Instruction; Multimedia Materials; High School Students; Writing Instruction; Writing Strategies; Intelligent Tutoring Systems; Video Technology; Animation; Connected Discourse; Writing Improvement; Reading Skills; Achievement Gains; Teaching Methods; Outcomes of Education; Time on Task; Reading Tests; Web Based Instruction; Computer Assisted Testing; Statistical Analysis; Pretests Posttests; Prior Learning; Reading Ability; Repetition; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Multimediales Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schreibunterricht; Schreibtechnik; Intelligentes Tutorsystem; Reading skill; Lesefertigkeit; Achievement gain; Leistungssteigerung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Zeitaufwand; Lesetest; Web Based Training; Statistische Analyse; Vorkenntnisse; Reading competence; Lesekompetenz; Wiederholung
Abstract	Multimedia instructional materials require learners to select, organize, and integrate information across multiple modalities. To facilitate these comprehension processes, a variety of multimedia design principles have been proposed. This study further explores the redundancy principle by manipulating the degree of partial redundancy between written and narrated content. Ninety high school students learned about cohesion via animated lesson videos from the Writing Pal intelligent tutoring system. Videos were crafted such that narrated and onscreen written content overlapped by 10%, 26%, or 50%. Across conditions, students gained significantly in their knowledge of cohesion-building strategies and the effects of cohesion on writing quality. However, degree of redundancy did not influence learning gains. Additionally, although more-skilled readers outperformed less-skilled readers, reading skill did not interact with the degree of redundancy. These results provide evidence that a broad range of partially redundant multimedia materials may be viable instructional tools that benefit diverse learners. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01