Verbal redundancy in a procedural animation: On-screen labels improve retention but not behavioral performance

Abstract

Multimedia learning research has shown that presenting the same words as spoken text and as written text to accompany graphical information hinders learning (i.e., redundancy effect). However, recent work showed that a "condensed" form of written text (i.e., on-screen labels) that overlaps with the spoken text, and thus is only partially redundant, can actually foster learning. This study extends this line of research by focusing on the usefulness of on-screen labels in an animation explaining a procedural task (i.e., first-aid procedure). The experiment had a 2x2x2 between-subject design (N = 129) with the factors spoken text (yes vs. no), written text (yes vs. no), and on-screen labels (yes vs. no). Learning outcomes were measured as retention accuracy and behavioral performance accuracy. Results showed that on-screen labels improved retention accuracy (but not behavioral performance accuracy) of the procedure, especially when presented together with spoken text. So, on-screen labels appear to be promising for learning from procedural animations.

The effect of a mobile application on the foot care of individuals with type 2 diabetes: A randomised controlled study

“…Education videos are widely regarded as effective ways of increasing health-related knowledge. Given the benefits of educational animation and high levels of patient satisfaction, this method has been used in various fields of healthcare (Brame, 2016; de Koning et al, 2017). Studies have revealed that animation-based diabetes education can be effective in increasing patients’ level of knowledge (Al Owaifeer et al, 2018; Dahodwala et al, 2018).…”

Performing PowerPoint lectures: examining the extent of slide-text integration into lecturers’ spoken expositions

“…It must be noted that the suggested lecturing model in these and similar studies (e.g. de Koning et al, 2017;Ari et al, 2014;Schüler et al, 2013) calls for much reduced levels of slide-text compared to the slides examined in the current study.…”

Animation Effectiveness for E-Learning with Progressive Web App Approach: a Narrative Review

“…The key to the problem of designing and developing a learning content with effective animation is how the quality of students in terms of improving understanding for the better results. If talking about animation in learning then the subject is still too broad, because not only improve the achievement of students, but more than that animation research is about understanding learners cog-nitive thinking [13,19,27,32], attitudes [39], engagement [27,38], reasoning skills [18], behavioral performance [14,15,19,26,28,34,36,37,39], retention [20,23,24,34], prior knowledge domain [22,33], and satisfaction [20].…”

“…High prior knowledge will get better benefit if the content does not contained visual cues, otherwise visual cues facilitate learning will benefited low prior knowledge learners [33]. Speaks of the inherent behavioral performance of learners in learning, a study conducted by [34] found that verbal redundancy in which case an on-screen labeling of an instructional animation coincided with spoken text may increase retention but not its performance behaviors. About gesturing on a learning using instructional animation, there are 2 differences, mimicking the gestures has been done on 2 teaching content about mandarin and Persian character.…”