Revising the Redundancy Principle in Multimedia Learning

Autor/inn/en	Mayer, Richard E.; Johnson, Cheryl I.
Titel	Revising the Redundancy Principle in Multimedia Learning
Quelle	In: Journal of Educational Psychology, 100 (2008) 2, S.380-386 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/0022-0663.100.2.380
Schlagwörter	Multimedia Instruction; Epistemology; College Students; Multimedia Materials; Intermode Differences; Experimental Groups; Control Groups; Visual Stimuli; Critical Viewing; Educational Technology; Redundancy; Retention (Psychology); Transfer of Training; Educational Experiments; Educational Psychology + Suchen Sie Ihr Suchwort? Multimediales Lernen; Erkenntnistheorie; Collegestudent; Fernsehkritik; Unterrichtsmedien; Redundanz; Merkfähigkeit; Training; Transfer; Ausbildung; Schulversuch; Erziehungspsychologie; Pädagogische Psychologie
Abstract	College students viewed a short multimedia PowerPoint presentation consisting of 16 narrated slides explaining lightning formation (Experiment 1) or 8 narrated slides explaining how a car's braking system works (Experiment 2). Each slide appeared for approximately 8-10 s and contained a diagram along with 1-2 sentences of narration spoken in a female voice. For some students (the redundant group), each slide also contained 2-3 printed words that were identical to the words in the narration, conveyed the main event described in the narration, and were placed next to the corresponding portion of the diagram. For other students (the nonredundant group), no on-screen text was presented. Results showed that the group whose presentation included short redundant phrases within the diagram outperformed the nonredundant group on a subsequent test of retention (d = 0.47 and 0.70, respectively) but not on transfer. Results are explained by R. E. Mayer's (2001, 2005a) cognitive theory of multimedia learning, in which the redundant text served to guide the learner's attention without priming extraneous processing. (Contains 3 tables, 3 figures and 1 footnote.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10