The Effects of Training, Modality, and Redundancy on the Development of a Historical Inquiry Strategy in a Multimedia Learning Environment
Andrea L. McNeill
Peter E. Doolittle
David Hicks
Virginia Tech
Abstract
The purpose of this study was to assess the effects of training, modality, and redundancy on the participants’ ability to apply and recall a historical inquiry strategy. An experimental research design was utilized with presentation mode as the independent variable and strategy application and strategy recall as the dependent variables. The participants were engaged in the multimedia intervention for a total of five days, for approximately 30 minutes a day. The results of the study revealed significant differences in the training main effects analysis indicating that strategy instruction can be effectively provided in a multimedia learning environment. However, no significant differences were found for the modality and redundancy main effects.
About the Author(s)...
Andrea L. McNeill is a Senior IT Architect for Knowledge Management at UnitedHealth Group in Roanoke, VA. Her current research interest is the development of conditional knowledge within multimedia instructional environments. Dr. McNeill may be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it..
Peter E. Doolittle is Director of the Center for Instructional Development and Educational Research, Associate Professor of Educational Psychology in the Department of Learning Sciences and Technology, and the Director of the Educational Psychology Research Program at Virginia Tech, Blacksburg, VA. His current research focus includes the investigation of learning efficacy in multimedia instructional environments. Dr. Doolittle may be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it..
David Hicks is an associate professor of history and social science education in the Department of Teaching and Learning at Virginia Tech, Blacksburg, VA. His current research interests include the teaching of history in England and the U.S., the use of technology as a partner to support the teaching of history, the impact of standards on student learning, the history of education, and special education and parental advocacy. Dr. Hicks may be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it..
