Verbal redundancy in multimedia learning: When reading helps listening.

Moreno, Roxana; Mayer, Richard E.

doi:10.1037/0022-0663.94.1.156

Cited by 326 publications

(248 citation statements)

References 36 publications

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“…However, according to the cognitive theory of multimedia learning, adding on-screen text can create extraneous processing because the learner tries to reconcile the two incoming verbal streams and must scan between the text at the bottom of the screen and the relevant portion of the animation. As predicted, in 5 out of 5 experiments, involving computerbased lessons on lightning and environmental science, people who received animation and narration performed better on a transfer test than people who received animation, narration, and on-screen text , Experiments 1 and 2; Moreno & Mayer, 2002a, Experiment 2; Moreno & Mayer, 2002b, Experiments 2a and 2b). The median effect size was 0.72, which is a medium effect.…”

Section: Five Principles For Reducing Extraneous Processingsupporting

confidence: 55%

Applying the science of learning: Evidence-based principles for the design of multimedia instruction.

Mayer

2008

American Psychologist

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661

601

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Suppose you want to design (or select) (a) a computerbased training program to teach employees how to use a new database program, (b) a biology textbook for high school students, (c) an instructional video game aimed at promoting healthy eating, or even (d) a PowerPoint presentation on a topic in educational psychology. Each of these is an example of what I call a multimedia instructional message-a lesson containing words (e.g., printed words or spoken words) and pictures (e,g., illustrations, photos, animation, or video) that is intended to foster learning. How would you decide the best way to present your multimedia instruction? To help answer this question, you need some way of judging whether a proposed instructional method is consistent with research-based theories of how people learn (i.e., the science of learning) and evidence-based principles of how to design instruction (i.e., the science of instruction).Let's consider three approaches to the relation between theory and practice (Mayer, 1992). In the one-way street approach, psychologists develop a theory of how people learn that is based on research, and educators apply the theory in their lessons. The problem with the one-way street approach is that a clear specification of how people learn does not automatically yield a clear specification of effective instructional methods and materials. In the dead end street approach, psychologists busy themselves in building a theory of learning that is not closely related to authentic educational challenges-such as studying how laboratory animals run mazes or how adults memorize word lists-while educators seek research that determines the best method of instruction without regard to how or why it works. Finally, in the two-way street approach, there is a reciprocal relation between learning theory and educational practice in which the science of learning must be expanded to be able to explain how learning works in authentic learning situations, and the science of instruction must be expanded to consider the conditions for each instructional principle based on an understanding of how the human mind works. Figure 1 summarizes the relation between basic research-which has been attributed to the science of learning (SOL)-and applied research--which has been attributed to the science of instruction (SOI). A defining feature of the science of instruction is a focus on authentic learning situations rather than contrived learning situations, so Figure 1 shows "SOI" in the two quadrants on the right. A defining feature of the science of learning is a focus on testing learning theory, so "SOL" is shown in the two quadrants at the bottom of the figure. The four quadrants in Figure 1 are inspired by the work of Stokes (1997). The top left quadrant-conducting nontheoretical studies on contrived learning situations-is consistent with neither the SOL nor the SOI and is unlikely to yield information that is helpful for theory or practice. The top right quadrantconducting nontheoretical studies on authentic tasks-is consistent w...

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Section: Five Principles For Reducing Extraneous Processingsupporting

confidence: 55%

Applying the science of learning: Evidence-based principles for the design of multimedia instruction.

Mayer

2008

American Psychologist

Self Cite

661

601

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“…In three separate experiments involving multimedia explanations of lightning (Mayer, Heiser, & Lonn, 2001, Experiments 1 and 2; Moreno & Mayer, 2002b, Experiment 2), students who received animation and narration performed better on transfer tests than did students who received animation, narration, and on-screen text. We refer to this pattern as the redundancy effect.…”

Section: Redundancy Effectmentioning

confidence: 99%

Elements of a Science of E-Learning

Mayer

2003

Journal of Educational Computing Research

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144

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A science of e-learning involves the scientific investigation of how people learn in electronic learning environments. Three elements of a science of e-learning are: a) evidence-a base of replicated findings from rigorous and appropriate research studies; b) theory-a research-based theory of how people learn in electronic learning environments, which yields testable predictions; and c) applications-theory-based principles for how to design electronic learning environments, which themselves can be tested in research studies. This article provides examples of these three elements from a program of research on multimedia learning.A science of e-learning involves the scientific investigation of how people learn in electronic learning environments. Three elements of a science of e-learning are: a) evidence-a base of replicated findings from rigorous and appropriate research studies; b) theory-a research-based theory of how people learn in electronic learning environments, which yields testable predictions; and c) applicationstheory-based principles for how to design electronic learning environments, which themselves can be tested in research studies. In this article, I offer a rationale for a science of e-learning and then provide examples of the three elementsevidence, theory, and applications-from our program of research on multimedia learning (Mayer, 2001(Mayer, , 2002.

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“…The Redundancy Principle suggests improving multimedia presentation by presenting animation along with concurrent recitation and on-screen text (Moreno, R. & Mayer, 2002). To allow the students to choose the format that goes well with their learning style, the above principle suggests presenting the same words in two formats (Kalyuga, Chandler, & Sweller, 1999;Mayer, 2005).…”

Section: Redundancy Principlementioning

confidence: 99%

Effects of Modality and Redundancy Principles on the Learning and Attitude of a Computer-Based Music Theory Lesson among Jordanian Primary Pupils

Aldalalah¹,

Fong²

2010

IES

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The purpose of this study was to investigate the effects of modality and redundancy principles on the attitude and learning of music theory among primary pupils of different aptitudes in Jordan. The lesson of music theory was developed in three different modes, audio and image (AI), text with image (TI) and audio with image and text (AIT). The study sample consisted of 405 third-grade pupils. Analyses of covariance (ANCOVA) and Post hoc were carried out to examine the main effects as well as the interaction effects of the independent variables on the dependent variables. The findings of this study showed that pupils using the AI mode performed significantly better than those in the TI mode. Pupils using the TI mode did not perform significantly better than those in the AIT mode. There were no significant differences in the preference or dislikes towards the three modes of courseware. Overall, the modality and redundancy principles need to be considered in the design and development of music theory learning so as to promote better learning.

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Verbal redundancy in multimedia learning: When reading helps listening.

Cited by 326 publications

References 36 publications

Applying the science of learning: Evidence-based principles for the design of multimedia instruction.

Applying the science of learning: Evidence-based principles for the design of multimedia instruction.

Elements of a Science of E-Learning

Effects of Modality and Redundancy Principles on the Learning and Attitude of a Computer-Based Music Theory Lesson among Jordanian Primary Pupils

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