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A Coherence Effect in Multimedia Learning: The Case for Minimizing Irrelevant Sounds in the Design of Multimedia Instructional Messages
ARTICLE

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Journal of Educational Psychology Volume 92, Number 1, ISSN 0022-0663

Abstract

Discusses two studies that explored whether adding music and/or sounds to multimedia instructional messages would improve the quality of college students' retention and transfer. Groups receiving both music and sounds performed worse than groups with neither. Students receiving sound only performed worse than groups not receiving sound. (Author/MKA)

Citation

Moreno, R. & Mayer, R.E. (2000). A Coherence Effect in Multimedia Learning: The Case for Minimizing Irrelevant Sounds in the Design of Multimedia Instructional Messages. Journal of Educational Psychology, 92(1), 117. Retrieved October 23, 2019 from .

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