國立虎尾科技大學 |

Relevant Versus Extraneous Music in Multimedia Instruction : = A Study of the Coherence Principle.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Relevant Versus Extraneous Music in Multimedia Instruction :/
Reminder of title:	A Study of the Coherence Principle.
Author:	Gunnell, Jonathan P.
Description:	1 online resource (129 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Subject:	Instructional design. -
Online resource:	click for full text (PQDT)
ISBN:	9780355603255

Relevant Versus Extraneous Music in Multimedia Instruction : = A Study of the Coherence Principle.
Gunnell, Jonathan P.

Relevant Versus Extraneous Music in Multimedia Instruction :A Study of the Coherence Principle. - 1 online resource (129 pages)

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ed.D.)--Duquesne University, 2017.

Includes bibliographical references

The purpose of this study was to examine whether the inclusion of nonessential music in an instructional multimedia presentation affected learners' ability to recall information in retention, cued-retention, and transfer cognitive measures. This study tested the coherence principle of multimedia learning which holds that the addition of nonessential content that is not relevant to the instruction is detrimental to learning. This study tested this principle by analyzing differences across three groups; a control group which included no additional music, a group including bland music selected at random, and a group including music that has been intentionally designed to align with instructional content. Participants responded to a questionnaire which collected demographic information as well as self-reported meteorological knowledge (SRMK).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355603255Subjects--Topical Terms:

1148462
Instructional design.
Index Terms--Genre/Form:

554714
Electronic books.

Relevant Versus Extraneous Music in Multimedia Instruction : = A Study of the Coherence Principle.
LDR:02845ntm a2200349K 4500 001 914451
005 20180712070705.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355603255
035 $a (MiAaPQ)AAI10640803
035 $a (MiAaPQ)duquesne:11028
035 $a AAI10640803
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Gunnell, Jonathan P. $3 1187714
245 1 0 $a Relevant Versus Extraneous Music in Multimedia Instruction : $b A Study of the Coherence Principle.
264 0 $c 2017
300 $a 1 online resource (129 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
500 $a Adviser: Joseph C. Kush.
502 $a Thesis (Ed.D.)--Duquesne University, 2017.
504 $a Includes bibliographical references
520 $a The purpose of this study was to examine whether the inclusion of nonessential music in an instructional multimedia presentation affected learners' ability to recall information in retention, cued-retention, and transfer cognitive measures. This study tested the coherence principle of multimedia learning which holds that the addition of nonessential content that is not relevant to the instruction is detrimental to learning. This study tested this principle by analyzing differences across three groups; a control group which included no additional music, a group including bland music selected at random, and a group including music that has been intentionally designed to align with instructional content. Participants responded to a questionnaire which collected demographic information as well as self-reported meteorological knowledge (SRMK).
520 $a Primary analyses showed that the presence and type of music included in the presentation had no effect on learners' retention, cued-retention, or transfer outcomes and had no effect on the change in scores from retention to cued-retention measures. Secondary analyses investigated the role of SRMK on retention, cued-retention, and transfer tests as well as the change in scores from retention to cued-retention measures. SRMK was found to contribute to differences between treatment groups for retention and cued-retention but not for transfer scores. Supplemental analyses found no differences for cognitive measures between the groups containing music and the group containing no music. These results were not found to align with existing research on the coherence principle.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Instructional design. $3 1148462
650 4 $a Educational technology. $3 556755
650 4 $a Music. $3 649088
655 7 $a Electronic books. $2 local $3 554714
690 $a 0447
690 $a 0710
690 $a 0413
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Duquesne University. $b Instructional Technology. $3 1187715
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10640803 $z click for full text (PQDT)