Redundancy Principle
Overview
If audio narration is supporting graphics in a lesson, then on-screen text should not be used. When utilizing a web-based learning tool, we process information through our eyes and our ears. The graphics being displayed on the screen are already using the learner’s eyes (visual channel) to process them. Should the learner be prompted to use their eyes to also process on-screen text, it could result in an overload of the visual channel.
The inclusion of narration while graphics are being displayed engages phonetic processing (auditory channel) on the part of the learner. This can occur in conjunction with the visual processing take place as the learner observes the graphics.
If audio narration is supporting graphics in a lesson, then on-screen text should not be used. When utilizing a web-based learning tool, we process information through our eyes and our ears. The graphics being displayed on the screen are already using the learner’s eyes (visual channel) to process them. Should the learner be prompted to use their eyes to also process on-screen text, it could result in an overload of the visual channel.
The inclusion of narration while graphics are being displayed engages phonetic processing (auditory channel) on the part of the learner. This can occur in conjunction with the visual processing take place as the learner observes the graphics.
|
Guidelines for Use
Guideline 1 - Effective Instructional Design
When graphics are used in a web-based learning tool, audio narration alone is best used to explain the graphics rather than using on-screen text or a combination of both audio narration and on-screen text to explain the graphics. When audio narration and text are used together to help explain graphics, the user experiences an overload of the visual channel, which can result in less than optimal learning.
Guideline 2 - Exceptions
The use of on-screen text with graphics and audio narration can be advantageous under select circumstances. When graphics are not being displayed on the screen or if the pace of the lesson is extremely slow so as to provide the learner with time to visually process both the graphics and the text, text can be used. In addition, if the text is being provided as an accommodation for non-native speakers or learners with specific learning disabilities, or if the vocabulary is new or particularly complex, select keywords can be displayed.
Guideline 1 - Effective Instructional Design
When graphics are used in a web-based learning tool, audio narration alone is best used to explain the graphics rather than using on-screen text or a combination of both audio narration and on-screen text to explain the graphics. When audio narration and text are used together to help explain graphics, the user experiences an overload of the visual channel, which can result in less than optimal learning.
Guideline 2 - Exceptions
The use of on-screen text with graphics and audio narration can be advantageous under select circumstances. When graphics are not being displayed on the screen or if the pace of the lesson is extremely slow so as to provide the learner with time to visually process both the graphics and the text, text can be used. In addition, if the text is being provided as an accommodation for non-native speakers or learners with specific learning disabilities, or if the vocabulary is new or particularly complex, select keywords can be displayed.
Good Examples of Use
Example 1 – Measuring Hail
The video teaches the learner how to record and measure hail. For the most part, additional on-screen text does not accompany the graphics provided or narration. At 0:22 and 1:30, the text is the same as the graphics but it is presented slowly and the keywords are providing emphasis.
Example 2 – How to Add Text Boxes in Google Documents
This video provides instruction on how to add a text box to a Google Document by using an inserted Google Drawing. The video provides a demonstration while the narration describes what to do. There is no on-screen text that accompanies the description of what to do.
Example 1 – Measuring Hail
The video teaches the learner how to record and measure hail. For the most part, additional on-screen text does not accompany the graphics provided or narration. At 0:22 and 1:30, the text is the same as the graphics but it is presented slowly and the keywords are providing emphasis.
Example 2 – How to Add Text Boxes in Google Documents
This video provides instruction on how to add a text box to a Google Document by using an inserted Google Drawing. The video provides a demonstration while the narration describes what to do. There is no on-screen text that accompanies the description of what to do.
Helpful Resources
Resource 1 – 4 Tips to Apply the Redundancy Principle in eLearning
This article provides tips on using the Redundancy Principle in eLearning and outlines exceptions to the Redundancy Principle.
Resource 2 - Redundancy Principle Presentation
This 23-minute video created by Kari Wardle and Christin Brown and further explains the Redundancy Principle based on the Cognitive Theory of Multimedia Learning.
Resource 3 - Cognitive Load Theory: How 'Cognitive Load' Affects Memory
This resource outlines how the cognitive load of the learning task affects learning and information processing.
Resource 1 – 4 Tips to Apply the Redundancy Principle in eLearning
This article provides tips on using the Redundancy Principle in eLearning and outlines exceptions to the Redundancy Principle.
Resource 2 - Redundancy Principle Presentation
This 23-minute video created by Kari Wardle and Christin Brown and further explains the Redundancy Principle based on the Cognitive Theory of Multimedia Learning.
Resource 3 - Cognitive Load Theory: How 'Cognitive Load' Affects Memory
This resource outlines how the cognitive load of the learning task affects learning and information processing.
Research
Clark, R. C., & Mayer, R. E. (2011). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San
Francisco, California: John Wiley & Sons.
Mayer, R.E., & Johnson, C.I. (2008). Revising the redundancy principle in multimedia learning. Journal of Educational Psychology, 100, 380–386.
Sweller, J. (2006). The worked example effect and human cognition. Learning and Instruction. 16(2006). 165-169. doi:10.1016/j.learninstruc.2006.02.005
Clark, R. C., & Mayer, R. E. (2011). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San
Francisco, California: John Wiley & Sons.
Mayer, R.E., & Johnson, C.I. (2008). Revising the redundancy principle in multimedia learning. Journal of Educational Psychology, 100, 380–386.
Sweller, J. (2006). The worked example effect and human cognition. Learning and Instruction. 16(2006). 165-169. doi:10.1016/j.learninstruc.2006.02.005
Author
Submitted by Shawnda Norlock
Contact Info: e: [email protected], @smnorlock
Bio: Shawnda is a Secondary School Administrator who loves learning about and experimenting with new tools and techniques related to technology-enabled learning and best practices in the secondary classroom and teacher-learning environments.
Submitted by Shawnda Norlock
Contact Info: e: [email protected], @smnorlock
Bio: Shawnda is a Secondary School Administrator who loves learning about and experimenting with new tools and techniques related to technology-enabled learning and best practices in the secondary classroom and teacher-learning environments.