Increasing Associative Learning of Abstract Concepts through Audiovisual Redundancy

Abstract

In this study, the researcher developed a computer-based learning (CBL) courseware that presented the abstract concept with a concrete analogy through five different versions: 1) static graphic group; 2) static graphic with full audio group; 3) animation group; 4) animation with cued audio group; and 5) animation with full audio group. The participants were 316 college students and were divided into three ability levels based on their IQ reasoning score. Research results found that either static graphics without audio narration or animation with full audio can help students understand the abstract concepts better than either static graphics with full audio or animation alone groups. Animation with full audio has the best effect on long term retention. Students' IQ reasoning ability significantly helps them build associations between abstract and concrete knowledge more accurately and efficiently. The results of this study will contribute to the application of using multimedia CBL in teaching abstract concepts.