research_results:redundancy_principle
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research_results:redundancy_principle [2011/06/08 12:10] jpetrovic [Research status] |
research_results:redundancy_principle [2023/06/19 16:03] (current) |
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| - | The redundancy principle refers for example to a learning material in which a text is presented near a picture to explain it, but similar spoken text (carrying same information) is also included in the material. The related information should be **complementary**. The same (redundant) information is presented to the learner through both information channels, unnecessarily wasting cognitive resources when they could be used to obtain more related useful information. | + | The redundancy principle refers for example to a learning material in which a text is presented near a picture to explain it, but similar spoken text (carrying same information) is also included in the material. The related information should be **complementary**. The same (redundant) information presented to the learner through both information channels is unnecessarily wasting cognitive resources when they could be used to obtain more related useful information. |
| ===== Research status ===== | ===== Research status ===== | ||
| - | Although research has showed that redundant information generally hinders learning((For details see: [[http://books.google.hr/books?id=SSLdo1MLIywC&pg=PA159&dq=redundancy+principle&hl=hr&ei=dWTvTZ-PIsWcOrzzpd4B&sa=X&oi=book_result&ct=book-preview-link&resnum=1&ved=0CCoQuwUwAA#v=onepage&q=redundancy%20principle&f=false|Mayer, Richard E. The Cambridge handbook of multimedia learning. Cambridge University Press, 2005.]])), some research has also pointed that the negative redundancy effect does not occur if redundant information is short and respects spatial contiguity principles.(([[http://www.sciencedirect.com/science/article/pii/S0022066308600380|Mayer, Richard E., and Cheryl I. Johnson. Revising the Redundancy Principle in Multimedia Learning. Journal of Educational Psychology 100, no. 2: 380-386. May 2008.]])) | + | Although research has showed that redundant information generally hinders learning((For details see: [[http://books.google.hr/books?id=SSLdo1MLIywC&pg=PA159&dq=redundancy+principle&hl=hr&ei=dWTvTZ-PIsWcOrzzpd4B&sa=X&oi=book_result&ct=book-preview-link&resnum=1&ved=0CCoQuwUwAA#v=onepage&q=redundancy%20principle&f=false|Mayer, Richard E. The Cambridge handbook of multimedia learning. Cambridge University Press, 2005.]]))(([[http://www.sciencedirect.com/science/article/pii/S0747563210001445|Schmidt-Weigand, Florian, and Katharina Scheiter. The role of spatial descriptions in learning from multimedia. Computers in Human Behavior 27, no. 1: 22-28. January 2011.]])), some research has also pointed that the negative redundancy effect does not occur if redundant information is short and respects spatial contiguity principles.(([[http://www.sciencedirect.com/science/article/pii/S0022066308600380|Mayer, Richard E., and Cheryl I. Johnson. Revising the Redundancy Principle in Multimedia Learning. Journal of Educational Psychology 100, no. 2: 380-386. May 2008.]])) |
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