Redundancy Effect on Retention of Vocabulary Words Using Multimedia Presentation

Autor/in	Samur, Yavuz
Titel	Redundancy Effect on Retention of Vocabulary Words Using Multimedia Presentation
Quelle	In: British Journal of Educational Technology, 43 (2012) 6, (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2012.01320.x
Schlagwörter	Animation; Multimedia Instruction; Pretests Posttests; Quasiexperimental Design; Redundancy; Narration; Second Language Learning; Vocabulary; Second Language Instruction; Classroom Research; Epistemology; Undergraduate Students; Retention (Psychology); Vocabulary Development; Instructional Design; Educational Technology; Computer Assisted Instruction; Teaching Methods; College Instruction; Instructional Effectiveness; Data Analysis; Student Surveys; Turkish + Suchen Sie Ihr Suchwort? Multimediales Lernen; Redundanz; Zweitsprachenerwerb; Wortschatz; Fremdsprachenunterricht; Erkenntnistheorie; Merkfähigkeit; Wortschatzarbeit; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschullehre; Unterrichtserfolg; Auswertung; Schülerbefragung; Türkisch
Abstract	This study was designed to examine the effect of the redundancy principle in a multimedia presentation constructed for foreign language vocabulary learning on undergraduate students' retention. The underlying hypothesis of this study is that when the students are exposed to the material in multiple ways through animation, concurrent narration, and concurrent text (ANT), the learning and the retention will have better results in foreign language learning. This small study is expected to contribute to the cognitive theory of multimedia learning literature in three ways. First, the study was conducted in an ecologically more valid environment than Mayer's experiments, because the experiment was done through authentic classroom experience. Unlike the experiments done in Mayer's cognitive laboratory, this study was done within regular classroom settings (Mayer et al., 2001). Classroom research is an important way to establish external validity of findings when using multimedia. Second, the study was done in a different content area, foreign language learning. It was suggested by Plass and Jones (2005, p. 483) that an area for future research is "the integration of second-language acquisition theory and cognitive theories of multimedia learning." Third, the study was conducted with non-Turkish speaking students, which is also another contribution to the literature on multimedia learning. Overall, the results show that adding on-screen text to a multimedia presentation with animation and narration helped students to learn new vocabulary in a previously unfamiliar foreign language (Contains 4 tables and 2 figures.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10