The effects of verbally redundant information on student learning: An instance of reverse redundancy

Ari, Fatih; Flores, Raymond; Inan, Fethi A.; Cheon, Jongpil; Crooks, Steven M.; Paniukov, Dmitrii; Kuruçay, Murat

doi:10.1016/j.compedu.2014.04.002

Cited by 25 publications

(15 citation statements)

References 32 publications

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“…For example, Mayer and Johnson (2008) found that when students experienced redundant on-screen text with related visuals and audio narration, their performance on retention tests were higher with on-screen text that is short and explanatory. Although there are many studies looking at the redundancy effect in multimedia instruction, results seem to be inconsistent (Ari et al, 2014). As Mayer (2009) discusses there is little research on whether the redundancy or reverse redundancy effects are true when learners control the pace of the instruction in complex, interactive multimedia instruction (Mayer, 2009).…”

Section: Redundancy Principlementioning

confidence: 99%

The Effects of the Multimedia, Modality, and Redundancy Principles in a Computer- Based Environment on Adult Learners

Pastore¹,

Asino²,

Briskin³

2019

Journal of Multimedia Processing and Technologies

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Computer-based training (CBT) has become a common form of instructional delivery in business and educational environments. A standard practice during the design and development of CBT, is to incorporate the multimedia principle to aid learning. However, a recent meta-analysis by Pastore, Briskin, and Asino (2016) revealed that very little research has actually examined the multimedia principle (single vs. multiple representations) on adult learners in a computer-based environment. Instead, much of the research has focused on K-12, used paper and pencil rather than a computer, did not compare single vs multiple representations, or had methodological issues (i.e. did not report the type of knowledge assessed). As a result, the current study examines the multimedia, modality, and redundancy principles in a computer-based environment with adult learners on learning (high-and low-level knowledge) and cognitive load measures. The results of the low (recall) and high (transfer) level learning tasks in this study supported the multimedia principle. Multiple representations were found to better support learning than just one. However, this was not the case for modality or redundancy principles. Learners presented duplicate text and narration or text with optional narration performed just as well as those with no duplication, indicating reverse redundancy. Additionally, the narration and images groups did not outperform text and image groups.

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Section: Redundancy Principlementioning

confidence: 99%

The Effects of the Multimedia, Modality, and Redundancy Principles in a Computer- Based Environment on Adult Learners

Pastore¹,

Asino²,

Briskin³

2019

Journal of Multimedia Processing and Technologies

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“…For example, if a textual explanation of a diagram is placed far from the diagram, learners must hold selected information in WM while attempting to relate visual and verbal information, causing an unnecessary burden on WM. Therefore, presenting information in multiple modalities (e.g., text and pictures) may not be sufficient to promote meaningful learning (Ari et al, ; Crooks, Cheon, Inan, Ari, & Flores, ; Inan et al, ; Oberfoell & Correia, ; Witteman & Segers, ). As an initiative to promote meaningful learning in multimedia learning environments, recent research studies (e.g., Ari et al, ; Broek, Segers, & Verhoeven, ; Scheiter & Eitel, ) have begun to focus on the use of strategies to reduce extraneous cognitive load and enhance germane cognitive load.…”

Section: Introductionmentioning

confidence: 99%

Learning from instructional animations: How does prior knowledge mediate the effect of visual cues?

Arslan-Ari

2017

Computer Assisted Learning

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The purpose of this study was to investigate the effects of cueing and prior knowledge on learning and mental effort of students studying an animation with narration. This study employed a 2 (no cueing vs. visual cueing) × 2 (low vs. high prior knowledge) between-subjects factorial design. The results revealed a significant interaction effect between prior knowledge and cueing on learning. Low prior knowledge learners had higher scores after studying an instructional animation with visual cues, compared to those who studied the same instructional animation without visual cues. Conversely, when cues were not provided, high prior knowledge learners outperformed those high prior knowledge learners who studied with the cued version of an instructional animation. These results indicated that the effects of cueing in an instructional animation change depending on the learners' level of prior knowledge. Specifically, low prior knowledge learners benefited more when visual cues were provided, whereas cues did not facilitate learning for high prior knowledge learners.

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“…It must be noted that the suggested lecturing model in these and similar studies (e.g. de Koning et al, 2017;Ari et al, 2014;Schüler et al, 2013) calls for much reduced levels of slide-text compared to the slides examined in the current study.…”

Section: Discussionmentioning

confidence: 60%

Performing PowerPoint lectures: examining the extent of slide-text integration into lecturers’ spoken expositions

Hallewell

Crook

2019

Journal of Further and Higher Education

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The PowerPoint assisted lecture (slide-lecture) is a common lecturing approach in Higher Education, in spite of much criticism of its use. Its popularity is facilitated by its affordances for multimodal instructional design, e.g. text with images and speech. Little is known about the integration of different semiotic modalities within the instructional communication practices of slide-lectures, nor the learning conditions that they create. Given that text bulletpoints are ubiquitous in slide-lectures, and may impose linearity into instructional communications (Kinchin et al., 2008), this study explores the extent to which lecturing speech is systematically coordinated with slide-text.Eleven slide-lectures given in psychology departments across the UK were recorded and transcribed. Patterns of semantic matches between speech and slide-text were analysed to produce similarity scores for each lecturer. Lectures were scored using an integration scoring system of 0-1, with 1 indicating a perfect match of speech and slide-text. There was significant departure from a systematic voicing of the slide text (i.e. reading off the slides).Two characteristic speech-slide relationship styles were identified. The 'referent' style is one in which the slide is an object of reference for the lecturer to comment on, and the 'scaffolding' style is one in which the slide text is blended into the spoken narrative.Consequences of the lecturer's coordination with presentational slides are discussed in terms of the learning environment it might produce. It is suggested that whichever relationship a lecturer has with their slide-text, students might benefit from the integration being consistent.

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The effects of verbally redundant information on student learning: An instance of reverse redundancy

Cited by 25 publications

References 32 publications

The Effects of the Multimedia, Modality, and Redundancy Principles in a Computer- Based Environment on Adult Learners

The Effects of the Multimedia, Modality, and Redundancy Principles in a Computer- Based Environment on Adult Learners

Learning from instructional animations: How does prior knowledge mediate the effect of visual cues?

Performing PowerPoint lectures: examining the extent of slide-text integration into lecturers’ spoken expositions

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