- Title: Different types of redundancy and their effect on learning and cognitive load
- Authors: Fabian Albers, Melanie Trypke, Ferdinand Stebner, Joachim Wirth, Jan L. Plass
- Access the original paper here
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Paper summary
This research article investigates the effects of different types of redundancy on learning and cognitive load in multimedia learning environments. The authors distinguish between content redundancy (overlapping information presented in different formats) and modal redundancy (same information presented in multiple modalities). A study using a 2×2 within-subject design with university students found that content redundancy improved learning and reduced cognitive load, while modal redundancy had the opposite effect. These findings challenge the common assumption that all redundancy hinders learning and highlight the importance of distinguishing between these two types when designing educational materials. The study also acknowledges limitations, such as the use of artificial learning materials, and suggests further research with authentic materials.
What are the key implications for teachers in the classroom?
The key implication for teachers in the classroom is that content redundancy enhances learning while modal redundancy harms learning. This means that repeating the same information across different modes, such as animation and narration, leads to better learning outcomes and lower cognitive load. On the other hand, presenting the same information multiple times in the same mode, such as animation, narration, and text, hinders learning and increases cognitive load.
Here are some specific takeaways for teachers:
- Favor content redundancy over modal redundancy. When designing multimedia learning materials, prioritize repeating information across different modes (e.g., animation and narration) instead of presenting the same information multiple times within the same mode (e.g., animation, narration, and text).
- Consider the difficulty of the task and students’ prior knowledge. The ideal level of content overlap might vary depending on the complexity of the learning task and the expertise level of the learners. What is beneficial for novices might be redundant for experts (expertise reversal effect).
- Use a variety of modes to present information. Engaging different senses can enhance understanding and retention. Combining visual and auditory modes can be particularly effective.
- Avoid overloading students with too much information. While repetition is helpful, overwhelming students with excessive input can hinder learning. Strike a balance between providing sufficient reinforcement and avoiding cognitive overload.
By applying these principles, teachers can design more effective multimedia learning experiences that promote deeper understanding and reduce cognitive strain for their students.
Quote
The results suggest that modal redundancy harms learning and increases cognitive load. … The results also suggest that content redundancy enhances learning and decreases cognitive load
