東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Relevant Versus Extraneous Music in ...

Gunnell, Jonathan P.

FindBook

Google Book

Amazon

博客來

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Relevant Versus Extraneous Music in Multimedia Instruction: A Study of the Coherence Principle./
作者:	Gunnell, Jonathan P.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	129 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Contained By:	Dissertation Abstracts International79-05A(E).
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10640803
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. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 129 p.

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

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

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).

ISBN: 9780355603255Subjects--Topical Terms:

3172279
Instructional design.

Relevant Versus Extraneous Music in Multimedia Instruction: A Study of the Coherence Principle.
LDR:02630nmm a2200325 4500 001 2159934
005 20180712070705.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355603255
035 $a (MiAaPQ)AAI10640803
035 $a (MiAaPQ)duquesne:11028
035 $a AAI10640803
040 $a MiAaPQ $c MiAaPQ
100 1 $a Gunnell, Jonathan P. $3 3347838
245 1 0 $a Relevant Versus Extraneous Music in Multimedia Instruction: A Study of the Coherence Principle.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 129 p.
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.
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.
590 $a School code: 0067.
650 4 $a Instructional design. $3 3172279
650 4 $a Educational technology. $3 517670
650 4 $a Music. $3 516178
690 $a 0447
690 $a 0710
690 $a 0413
710 2 $a Duquesne University. $b Instructional Technology. $3 3184102
773 0 $t Dissertation Abstracts International $g 79-05A(E).
790 $a 0067
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10640803