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

Abstract

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 lesson of music theory was developed in three different modes, audio and image (AI), text with image (TI) and audio with image and text (AIT). The study sample consisted of 405 third-grade pupils. Analyses of covariance (ANCOVA) and Post hoc were carried out to examine the main effects as well as the interaction effects of the independent variables on the dependent variables. The findings of this study showed that pupils using the AI mode performed significantly better than those in the TI mode. Pupils using the TI mode did not perform significantly better than those in the AIT mode. There were no significant differences in the preference or dislikes towards the three modes of courseware. Overall, the modality and redundancy principles need to be considered in the design and development of music theory learning so as to promote better learning.

Assessing the Knowledge Level of Teachers of Children with Autism Spectrum Disorder about the Importance of Applied Behavior Analysis (ABA) Strategies in Zarka City

“…Referring to early intensive behavioral intervention programs, they consist of the application of principles of applied behavior analysis (Granpeesheh, Tarbox, & Dixon, 2009;Fong & Aldalalah, 2010). Applied behavior analysis is a behavioral modification approach, defined by Prior (2003) as the systematic application of behavioral principles to address deficits in social behavior, verbal skills, and thinking skills.…”

Different types of redundancy and their effect on learning and cognitive load

“…In both cases, there is redundant information that the learner has to process. There is ample empirical research suggesting that redundancy is harmful to learning in both cases as it increases processing demands on working memory (Aldalalah & Fong, 2010; Austin, 2009; Chandler & Sweller, 1991; Sweller & Chandler, 1994).…”

“…While (a) sometimes is referred to as a split‐attention effect (Chandler & Sweller, 1991, 1992), (b) is often referred to as a verbal redundancy effect occurring when redundancy is caused by “the simultaneous presentation of text and narration with identical words” (Moreno & Mayer, 2002, p. 156). Studies which operationalized redundancy in line with this theoretical perspective also find harmful effects of redundancy on learning and cognitive load (Aldalalah & Fong, 2010; Austin, 2009; Diao & Sweller, 2007; Kalyuga et al, 1999). For example, in studies by Kalyuga et al (1999), using fusion diagram materials with 34 first‐year apprentices, and by Austin (2009), using Mayer's lightning formation materials with 75 undergraduate students, the redundant condition featured a visual presentation accompanied by narration and written text.…”

“…However, these differences are rarely acknowledged in the operationalization of redundancy and since studies base their concept of redundancy on either one or both approaches (Austin, 2009; Chandler & Sweller, 1991; Craig et al, 2004), conditions labelled as redundant vary in terms of used sources of information as well as their degree of contentual overlap across studies. For example, redundancy is according to the chosen theoretical approach operationalized in terms of used sources of information as animation + narration + text (Aldalalah & Fong, 2010; Austin, 2009; Diao & Sweller, 2007; Kalyuga et al, 1999), image + text (Chandler & Sweller, 1991) or animation + narration (Lai, 2000). In terms of degree of contentual overlap most studies operationalize redundancy as an contentual overlap between multiple sources of information (DeLeeuw & Mayer, 2008; Sweller & Chandler, 1994).…”

Effects of Modality and Pace on Achievement, Mental Effort, and Positive Affect in Multimedia Learning Environments

“…Operational definition for “social science subjects” is that social science subjects contain verbal subjects like history, music, educational sciences, and so forth. Social science subjects confirming the influence of modality are theory of music (Aldalalah & Fong, 2010), Arabic (Aldalalah, Fong, & Ababneh, 2010), history (Brünken et al., 2004 [Experiment 2]), and instructional design (Tabbers, Martens, & van Merrienboer, 2001 [Experiment 2]).…”