Effects of Multimedia Redundancy in History Learning among ‘Deep and Surface’ Students
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The purpose of this study was to investigate the effects of redundant information in multimedia presentation in history learning. The two modes of multimedia presentation, namely multiple-channel presentation (text + graphics, pictures + redundancy audio, video and animation) and single-channel presentation (text + graphics + pictures) on history learning among deep and surface students were examined. The sample consisted of 240 Form One students from four Malaysian secondary schools. Findings of this study showed that students interacted with the MCP mode obtained significantly higher gain score compared to students interact with the SCP mode. Irrespective of the learning approaches, students using the MCP mode outperformed students using the SCP mode. Apparently, additional redundant information that are relevant to the contents within and across the visual and aural channels provide greater reinforcement in organizing and structuring information issuing in better learning. Results of this study suggest that cognitive load in multimedia-based learning can be minimized if adequate time is provided for comprehension and the pace of learning is under learner control.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it