Different Types of Redundancy and Their Effect on Learning and Cognitive Load

Autor/inn/en	Albers, Fabian; Trypke, Melanie; Stebner, Ferdinand; Wirth, Joachim; Plass, Jan L.
Titel	Different Types of Redundancy and Their Effect on Learning and Cognitive Load
Quelle	In: British Journal of Educational Psychology, 93 (2023), S.339-352 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Albers, Fabian) ORCID (Trypke, Melanie) ORCID (Stebner, Ferdinand) ORCID (Wirth, Joachim) ORCID (Plass, Jan L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12592
Schlagwörter	Cognitive Ability; Short Term Memory; Undergraduate Students; Learning Theories; Classification; Comparative Analysis; Multimedia Materials; Instructional Design; Course Content + Suchen Sie Ihr Suchwort? Denkfähigkeit; Kurzzeitgedächtnis; Learning theory; Lerntheorie; Classification system; Klassifikation; Klassifikationssystem; Lesson concept; Lessonplan; Unterrichtsentwurf; Kursprogramm
Abstract	Background: What is redundancy? While most studies confirm that redundancy is harmful to learning, there are two theoretical approaches to redundancy. The first understands redundancy as a contentual overlap that puts demand on the limited cognitive capacities of the learner. The second understands redundancy as an ineffective combination of sources leading to an overload of the limited working memory modalities. Aims: Since these theoretical differences are rarely acknowledged in operation, this study proposes a classification of two distinct types of redundancy to compare these experimentally to investigate their possible main and interaction effects. The first type, content redundancy, is concerned with the contentual overlap of information. The second type, modal redundancy, is concerned with the modalities in which the information is displayed. Methods: We used these two types of redundancy as factors in a 2 × 2 within-subject design, in which we experimentally compared their effects. Sample: University students (N = 46) learned from specifically designed domain-general material which aimed to observe redundancy effects without interference from confounding variables. Results: The results show that content redundancy increases learning outcomes and decreases cognitive load, while modal redundancy decreases learning outcomes and increases cognitive load. Conclusion: On the theoretical level, these findings confirm the usefulness to distinguish content redundancy from modal redundancy. On the practical level, the empirical findings of the different effects of the two types of redundancy provide educators with important insights that can improve the design of multimedia learning materials. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01