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ERIC Number: EJ796353
Record Type: Journal
Publication Date: 2008-May
Pages: 7
Abstractor: Author
Reference Count: 20
ISSN: ISSN-0022-0663
Revising the Redundancy Principle in Multimedia Learning
Mayer, Richard E.; Johnson, Cheryl I.
Journal of Educational Psychology, v100 n2 p380-386 May 2008
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.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A