This study was to further examine the multimedia redundancy effect in learning a basic level of Microsoft "Access" 2013 application. Two groups of teacher education majors were randomly assigned into one of the two 20-minute instructional modules: (a) graphics and narration and (b) graphics, narration, and text. The text was duplication with narration and was placed at the bottom of the screen. These two groups were compared on a performance-based posttest administered immediately after the treatment and once again after six weeks to measure long-term retention. A pedagogical usability survey was used to collect perceptions, which were also compared between the two groups. The study results indicated that there was no significant difference between the group that received graphics and narration and the group that received graphics, narration, and text on the posttest scores, delayed posttest scores, and pedagogical usability perceptions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]