Does the redundancy effect exist in electronic slideshow assisted lecturing?

Liu, Tzu-Chien; Lin, Yi-Chun; Gao, Yuan; Yeh, Shih-Ching; Kalyuga, Slava

doi:10.1016/j.compedu.2015.04.014

Cited by 10 publications

(6 citation statements)

References 32 publications

(49 reference statements)

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“…In summary, adopting CLT compliant instructional materials can: (1) help students to have an in-depth understanding of the instructional material by utilising resources that avoid split-attention, which reduce extraneous cognitive load (Chen, Woolcott, & Sweller, 2017); (2) assist students by presenting videos with visuals and audio, thereby allowing them to more easily learn than presenting visuals and text. CLT's modality effect suggests that visuals in instructional material may be explained better by using audio rather than text (Liu et al, 2015); and (3) reorganising instructional material by minimising multiple references to visuals, text, and diagrams reduces the need to search the solution steps within the text and match them with corresponding parts of the visuals or diagrams, thereby freeing cognitive resources for learning . This also directly reinforces blended learning's paradigm shift toward a more student-centered learning approach.…”

Section: Resultsmentioning

confidence: 99%

“…Listening to audio and watching video at their own pace, during their own time replaced lectures, and provided students with a unique learning opportunity. For example, there was much more time for the students to study and learn outside the class, and videos allowed students to absorb the instructional material in many different manners (Liu, Lin, Gao, Yeh, & Kalyuga, 2015). This was the same for both Semesters 1 and 2 sessions.…”

Section: Methodsmentioning

confidence: 99%

“…The Semester 1 videos had textual information, which was eliminated during the Semester 2 session. A CLT principle, modality, suggests that visuals in a material may be explained better by using audio rather than text (Liu et al, 2015).…”

Section: Methodsmentioning

confidence: 99%

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Enhancing Blended Learning Materials using Cognitive Load Theory

Sithole¹

2019

JMAA

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Online units of study are now an integral part of accounting education programs. Educators are increasingly becoming responsible for developing and teaching asynchronous online units, which can be challenging. This paper describes the transition of a blended working in professions unit by enhancing the blended materials using cognitive load theory (CLT) at an Australian university. Blended learning significantly reduces face-to-face instruction by integrating online learning experiences. To assess the perceptions of learners on enhanced blended learning materials, survey data were collected and student perception ratings were compared in blended learning environments incorporating CLT concepts and without CLT. Results show that student rated blended learning environments incorporating CLT highly, thus empirically validating the use of CLT in accounting education. The article concludes with suggestions of how accounting educators can incorporate CLT into online accounting instruction.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Enhancing Blended Learning Materials using Cognitive Load Theory

Sithole¹

2019

JMAA

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“…Similarly, Diao and Sweller (2007) illustrated the negative effects of the combination of narration and written text compared to written text only. By contrast, subsequent studies found positive effects (Dowell and Shmueli, 2008;Chang et al, 2011;Bernal, 2014;Fenesi et al, 2015;Liu et al, 2015). For example, Bernal (2014) investigated the learning of English as a foreign language.…”

Section: Scenario 3: Adding Written Text To Narrationmentioning

confidence: 99%

Two types of redundancy in multimedia learning: a literature review

2023

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Regarding the redundancy effect in multimedia learning environments, more consistency is needed in the theoretical assumptions and investigation of this effect. Current research lacks a comprehensive account of different redundant scenarios in which materials facilitate or inhibit learning and provides little conceptual guidance on how learning processes are affected by different types of redundancy. Theoretical assumptions refer to redundancy as a contentual overlap of information provided by the learning material; in this case, processing duplicated information strains the learners’ limited cognitive capacities. Other assumptions refer to the role of processing limitations in working memory channels, including separate processing for visual and verbal information. In this case, an ineffective combination of sources leads to an overload of the limited working memory capacity. This paper reviews empirical research on the redundancy effect (63 studies) and classifies two types of redundancy: (1) content redundancy, and (2) working memory channel redundancy. From an instructional psychology perspective, the analyses reveal four different implementations of redundant scenarios: (1) adding narration to visualizations, (2) adding written text to visualizations, (3) adding written text to narration, and (4) adding written text to narrated visualizations. Regarding the effects of the two redundancy types within these scenarios, analyses indicate positive effects of content redundancy (affected by learners’ prior knowledge), negative effects of working memory channel redundancy (regarding visualizations and written text), and positive effects of working memory channel redundancy (regarding narration and written text). Moreover, results point to factors that might moderate the effect of redundancy and illustrate interactions with existing multimedia effects. Overall, this review provides an overview of the state of empirical research and reveals that the consideration of both redundancy types provides further explanations in this field of research.

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“…Different from the traditional perspective of CLT, Spiro and DeSchryver (2009) reconceptualized CLT and they claimed that people need to learn how to deal with complex and ill‐structured material rather than simplifying it. In recent years, many studies have tried to optimize advanced learning technologies in terms of CLT, such as the use of Quick Response (QR) code (eg, Gao, Liu, & Paas, 2016), mobile learning (eg, Liu, Lin, & Paas, 2019), digital dictionary assisted language learning (eg, Liu, Fan, & Paas, 2014), electronic slideshow assisted lecturing (eg, Liu, Lin, Gao, Yeh, & Kalyuga, 2015) and computer simulations (eg, Lin, Liu, & Sweller, 2015). CLT is based on Baddeley’s working memory model (eg, 1992), which holds that the working memory system is composed of a central executive and two different subsystems for the storage of visual and auditory information, respectively, the visuospatial sketchpad and the phonological loop.…”

Section: Literature Reviewmentioning

confidence: 99%

Learning from animations and computer simulations: Modality and reverse modality effects

Liu¹,

Lin²,

Hsu³

et al. 2020

Brit J Educational Tech

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Although a modality effect indicating better learning from an animation with spoken learning guidance than from an animation with written learning guidance has often been found in research on learning from animation, the effect has hardly been investigated for learning from computer simulation. This study examined the interaction effects between the multimedia types of animation and computer simulation, and the presentation modes of written and spoken learning guidance. Based on cognitive load theory and the specific characteristics of the multimedia types it was hypothesized that a modality effect would be replicated in the animation condition and a reverse modality effect would be found in the simulation condition. Results partially supported the hypotheses, indicating that participants learned more from animation when it was accompanied with spoken text, and from a simulation when it was accompanied with written text. However, no effect was found for cognitive load. Based on the results, spoken text is recommended to be used to guide learners in animations assisted learning environments, and written text is recommended to be used to guide learners in simulations assisted learning environments. What is already known about this topic Animation and computer simulation have been widely used in different learning fields. Modality effect means that students learn more from graphical representations when they are accompanied with spoken text instead of written text. The modality effect has been verified in different learning environments. What this paper adds Examined the interaction effects between the multimedia types of animation and computer simulation, and the presentation modes of written and spoken text in a learning guide. Provided recommendations for designing the leaning guide of animation and simulation based on cognitive load theory. Implications for practice and/or policy Modality effect was verified in animation, and thus, spoken text is more suitable for learning from animation. Reversed modality effect was found in simulation condition, and thus, written text is more suitable for learning from simulation.

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Does the redundancy effect exist in electronic slideshow assisted lecturing?

Cited by 10 publications

References 32 publications

Enhancing Blended Learning Materials using Cognitive Load Theory

Enhancing Blended Learning Materials using Cognitive Load Theory

Two types of redundancy in multimedia learning: a literature review

Learning from animations and computer simulations: Modality and reverse modality effects

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