A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages.

@article{Moreno2000ACE,
  title={A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages.},
  author={Roxana Moreno and Richard E. Mayer},
  journal={Journal of Educational Psychology},
  year={2000},
  volume={92},
  pages={117-125}
}
The authors tested the recommendation that adding bells and whistles (in the form of background music and/or sounds) would improve the quality of a multimedia instructional message. In 2 studies, students received an animation and concurrent narration intended to explain the formation of lightning (Experiment 1) or the operation of hydraulic braking systems (Experiment 2), For some students, the aathors added background music (Group NM), sounds (Group NS), bom (Group NSM), or neither (Group N… 

Tables from this paper

Cognitive constraints on multimedia learning: When presenting more material results in less understanding.

In 4 experiments, college students viewed an animation and listened to concurrent narration explaining the formation of lightning. When students also received concurrent on-screen text that

Verbal redundancy in multimedia learning: When reading helps listening

Three studies investigated whether and under what conditions the addition of on-screen text would facilitate the learning of a narrated scientific multimedia explanation. Students were presented with

The Effect of Adding Relevant Music and Sound Effects to an Audio-Only Narration: A Three-Treatment Application of Mayer’s Coherence Principle

Sound effects and music can be used to complement instructional narrations in recorded media presentations. College students (n = 143) participated in a study examining the effects of music and sound

Audio Engagement and Learning

ABSTRACT Sound effects and music can be used to complement instructional narrations in recorded media presentations. College students (n = 143) participated in a study examining the effects of music

Effects of redundancy and modality on the situational interest of adult learners in multimedia learning

This study investigated the effects of two design principles as prescribed by the cognitive theory of multimedia learning on the situational interest of adult learners in a multimedia-based

The effects of multimedia presentations on information processing : eye-movement analyses of text and picture integration in a multimedia-based learning scenario

This thesis focuses on examining the effect of MPs on learning outcomes but also on investigating how different MPs affect information processing, and suggests that the widely-accepted view that DMP should be superior to SMP can no longer be upheld in light of the evidence.

Which Tools in Multimedia Are Best for Learning Outcomes? A Study Grounded in Cognitive Load Structures

The results show that the successive presentation of learning materials through multiple representation forms/channels provides a better LO than just speech and simultaneous presentation in relation to individual differences in short-term memory (STM) capacity.

The Application of Sound and Auditory Responses in E-Learning

In order to provide the learner with a realistic context for learning, the designer must strive to incorporate the use of sound for instructional transactions in order to create a more realistic vision of how sound technology can be used in e-learning.

Implementation of principles of multimedia design into learning objects: Audio narration perception

This study explored the potential of multimedia learning objects and reported that the students reacted enthusiastically to it, showing acceptance of using it as the learning materials and re-affirmed that the redundancy principle will not affect the students’ cognition due to theStudents’ language proficiency.

Effects of Modality and Redundancy Principles on the Learning and Attitude of a Computer-Based Music Theory Lesson among Jordanian Primary Pupils

The purpose of this study was to investigate the effects of modality and redundancy principles on the attitude and learning of music theory among primary pupils of different aptitudes in Jordan. The
...

References

SHOWING 1-10 OF 33 REFERENCES

Cognitive Principles of Multimedia Learning: The Role of Modality and Contiguity

Students viewed a computer animation depicting the process of lightning. In Experiment 1, they concurrently viewed on-screen text presented near the animation or far from the animation, or

A Split-Attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory

Students viewed a computer-generated animation depicting the process of lightning formation (Experiment 1) or the operation of a car's braking system (Experiment 2). In each experiment, students

Multimedia learning: Are we asking the right questions?

How can we help students to understand scientific explanations of cause-and-effect systems, such as how a pump works, how the human respiratory system works, or how lightning storms develop? One

The instructive animation: helping students build connections between words and pictures in multimedia learning

In 2 experiments, students studied an animation depicting the operation of a bicycle tire pump or an automobile braking system, along with concurrent oral narration of the steps in the process

The Effect of Music and Sound Effects on the Listening Comprehension of Fourth Grade Students

The purpose of this study was to determine if the addition of music and sound effects to recorded stories increased the comprehension and retention of information for fourth grade students. The data

Animations need narrations : an experimental test of a dual-coding hypothesis

In 2 experiments, mechanically naive college students viewed an animation depicting the operation of a bicycle tire pump that included a verbal description given before (words-before-pictures) or

When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons.

In a series of 3 experiments, college students who read a summary that contained a sequence of short captions with simple illustrations depicting the main steps in the process of lightning recalled

For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning.

In 2 experiments, high- and low-spatial ability students viewed a computer-gener ated animation and listened simultaneously (concurrent group) or successively (successive group) to a narration that

Cognitive Load Theory and the Format of Instruction

Cognitive load theory suggests that effective instructional material facilitates learning by directing cognitive resources toward activities that are relevant to learning rather than toward