Readdressing the Redundancy Effect: A Cognitive Strategy for E-learning Design

Abstract

This study challenges understandings on the ‘redundancy effect’ of cognitive load theory and visual/verbal classifications of dual-coding theory. Current understandings assert that a multimedia mix of narration and text displayed via e-learning leads to cognitive overload, thus, impeding learning[1][2]. Previous research suggests that for optimal learning to occur, the most effective multimedia mix for e-learning presentation is the use of pictures and narration[3][4][5][6]. The study was undertaken with 90 undergraduate students at a British University. Participants were allocated to one of three groups. Each group used a different multimedia mix of a music e-learning program. The experiment groups were; Redundancy mode, Modality mode and Mixed mode. Participant’s prior level of music learning was assessed, as was their level of knowledge after using the system. Results indicate that the Redundancy mode is most effective for learning, that is, the simultaneous presentation of text and narration enables significantly more optimal learning that modality modes (i.e. Narration and graphics) and Mixed modes (i.e. text and graphics). These findings challenge the currently accepted stance on the redundancy effect in e-learning design.

Does online engagement matter? The impact of interactive learning modules and synchronous class attendance on student achievement in an immersive delivery model

“…The study of factors contributing to academic performance in online and hybrid learning is of enduring interest in the HE literatureand arguably even more so in post-pandemic times (Chung et al, 2022). While online learning must be carefully designed to avoid cognitive overload (Studente et al, 2019), the use of interactive online materials in unit designs that are hybrid or fully online can give students highly valued choice and control (Devlin & McKay, 2016;Nieuwoudt, 2020). Despite these benefits, access and achievement gaps between advantaged and disadvantaged learners have been exacerbated by the pandemic, as online learning modalities have become more prevalent than ever before (Mercer-Mapstone et al, 2022).…”