Redundancy Principle Presentation
Mayer conducted experimental tests to determine if this redundancy did in fact cause cognitive overload. The learners were divided into groups. Some of the learners received narrated animation explaining how lightning storms develop or the same narrated animation along with on-screen text presented as a caption at the bottom.
So, now that we know the basic idea behind the principle, lets discuss some evidence that supports this principle.
Mayer conducted experimental tests to determine if this redundancy did in fact cause cognitive overload. The learners were divided into groups. Some of the learners received narrated animation explaining how lightning storms develop or the same narrated animation along with on-screen text presented as a caption at the bottom.
Mayer's research used essay questions to determine transfer of learning. The acceptable answers were tallied and the scores were determined. The results showed large effects size favoring the group that had narration and animation over the group that had narration, animation, and on-screen text.
Other researchers have followed up Mayer's work. Mousavi, Low, and Sweller conducted research on geometry students. The redundant group was given worked examples in the form of a sheet with diagrams and words with an audio message that used the same narration as the printed text. The nonredundant group was given worked examples with only a printed diagram and the same audio narration. The students were all given a transfer of learning test. Those that didn't receive the printed words performed better then those that had the redundant example.
Mayer does make note that when the on screen text is short, this principle does not apply. Also, when the text passages are long and complex, presenting it as printed text can allow learners to read the text the promote transfer of learning.
Mayer, R. (2009). Multimedia Learning 2nd ed. New York, NY: Cambridge University Press.
The redundancy principle helps for educators to not overload the visual channel. However, often times in science presentations, having printed text can help for learners to be able to better understand come of the complex terminology.
ReplyDeleteI agree that some text in a presentation is useful, but should be limited when narration and video are being used as well. Based on my own personal experiences, I find it difficult to follow along with a narrator while being expected to read and watch a video. The text takes my attention away from the speaker. It causes an interruption in my learning process.
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