1. Chapter 10: The Redundancy Principle "The redundancy principle suggests that redundant material interferes with rather than facilitates learning"
2. What Is the Redundancy Principle? Presented info results in less learning compared to less presented info Additional info has negative effect on learning Two Variations Identical info presented in different ways (same medium) Additional info such as a summary (different media)
3. Cognitive Load Theory & Redundancy Principle Assumption that intent of education is to alter the contents of long-term memory Working-memory has limitations when processing new information Instruction should be designed to keep in mind the human cognitive architecture Working memory is limited in respect to capacity and duration Redundancy in instruction increases cognitive load To reduce cognitive load, redundant information must be coordinated with essential information
4. Experimental Evidence for the Redundancy Principle Evidence is obtained when elimination of information results in improved learning Miller (1937) studied young children learning how to read Learning new words accompanied with a picture (cow with a picture of a cow) Learned new words and speaking the word (no picture included Students learned better without the pictures Task of looking at picture requires cognitive resources (takes away from learning of words)
7. Experimental Evidence 2 Reder & Anderson (1980, 1982) Presented learners with chapters from textbooks in a variety of areas Provided second group with summaries of the original text Students learned better and retained information longer from summarized texts
8. Experimental Evidence 3 Carroll (1990) & Carroll, Smith-Kerker, Ford & Mazur-Rimetz (1987) – Minimal Manual Computer manuals that minimized explanatory text proved superior to conventional manuals Mayer, Bove, Bryman, Mars, and Tapangco (1996) – Summary/Full-text redundancy Students given information re lightning formation Summaries with illustrations & captions superior to full-text versions Despite early research, it was assumed that presentation via multiple formats would at worst have neutral effects, not negative
9. Split Attention Effect When multiple sources of information must be integrated to be intelligible When learners split attention, cognitive load is increased Text placed near graphic (geometry example) would be considered redundant When text is integrated, it is easy to ignore
10. Experimental Evidence 4 Bobis, Sweller and Cooper (1993) – Textual redundancy Textual explanations added to graphics resulted in worse performance on tests Text was redundant Adding more diagrams had negative effect
11. Experimental Evidence 5 Sweller & Chandler (1996), Chandler & Sweller (1996) – Computer Application Computer and work done on computer were redundant Users presented computer manual but no computer Users presented both computer and manual Learners who had use of computer performed more poorly than those who did not
12. Experimental Evidence 6 Kalyuga, Chandler and Sweller (1999) – Written/Spoken Text Redundancy Demonstrated modality effect by finding diagram and written text was worse than same diagram and spoken text Having same written and spoken text was redundant
13. The Centrality of the Redundancy Effect to the Expertise Reversal Effect Expertise Reversal Effect – when instructional technique that is effective loses advantage and effectiveness when levels of expertise increase As levels of expertise increase, additional explanations become unnecessary and redundant Information that may be essential for novices may become redundant as expertise increases
14. Instructional Implications of the Redundancy Principle Eliminate all redundant materials presented to learners and all redundant activity that instruction may encourage learners to engage in Redundancy principle does not indicate what may or may not be redundant Information that is redundant under one set of circumstances may be essential under another
15. Instructional Implications 2 Redundancy principle is not a simple, universally applicable rule Redundancy principle can be explained by cognitive load theory and should always be considered in conjunction with the theory Decisions regarding element interactivity should be made from the learner's point of view (novice vs. expert)
16. Conclusions Redundancy principle often seen as counterintuitive Easy to assume that additional information or explanation could be advantageous This assumption ignores knowledge of human cognitive structure Large amount of experimental evidence spanning several decades supports the idea that redundant information is not neutral
