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Record identifier : 569935
Personal Name - Primary Intelectual Responsibility : Squires, Susan Elizabeth Grace
Title and statement of responsibility : Could too much be not enough? Multimedia learning and redundancy in students with learning disabilities [Thesis]
Publication, Distribution,Etc. : Acadia University (Canada), 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : M.Sc.
Body granting the degree : , Acadia University (Canada)
Summary or Abstract : The present study investigates whether adding text affects children and adolescent's learning of narrated animations. Two different science-based animations were shown to normally achieving students (n = 17) and students with learning disabilities (n = 17). Learning disabilities consisted of reading disabilities (n = 11), expressive language problems (n = 4), and nonverbal learning disability (n = 2). Each student was shown a narrated animated with text and a narrated animation without text. Knowledge of the animations was tested using questions of retention and transfer. Participants were also asked about their computer use and given the Slosson Oral Reading Test-Revised (SORT-R), to assess reading ability. Results revealed no differences based on whether children were shown presentations with narrated animation with text versus animation and narration. This is inconsistent with reports that presenting redundant information (e.g., the same text presented visually and as narration) interferes with learning. There was a significant difference between information recalled, such that normally achieving children recalled more information than those with learning disabilities, regardless of the type of presentation. Also students did significantly better on tests of retention than those of transfer for both the animation and narration and narrated animation with text conditions. Results and implications of study are discussed..
Topical Name Used as Subject : Educational psychology
: Special education
: Developmental psychology
Information of biblio record : TL
 
 
 
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