摘要: | In multimedia learning environments, research suggests that simultaneous presentation of
redundant text (i.e. identical narration and on-screen text) may inhibit learning when presented
with animation at the same time. However, related studies are limited to testing with cause-andeffects
content information (e.g., Moreno & Mayer, 1999, 2002).
This study examined the effects of redundant text on learners' memory achievement and
problem solving ability. The study replicated and extended prior research by using descriptive,
rather than cause-and-effect content information. The primary research questions were (a) does
redundant text improve learning performance if learners are presented with instructional material
that addresses subject matter other than cause-and-effect relationship? and (b) does sequential
presentation of animation followed by redundant text help learning? To answer the research
questions, five hypotheses were tested with a sample of 224 Taiwanese students enrolled in a
college level Management Information System (MIS) courses at a management college in
southern Taiwan.
Statistically significant differences were found in memory achievement and problem
solving test scores between simultaneous and sequential groups; while no statistically significant
differences were found in memory achievement and problem solving test scores between verbal
redundant and non-redundant groups. These results were supported by interviewees expressing
difficulty in connecting animation and verbal explanation in the two sequential presentation
groups. The interview responses also helped to explain why insignificant results were obtained when redundant and non-redundant verbal explanations with animation were presented
simultaneously.
In general, the results support previous research on the contiguity principle (Moreno &
Mayer, 1999), suggesting that sequential presentations may lead to lower learning performance
when animation and verbal explanation are closely related. The separation of the two types of
information may increase cognitive load. In addition, the study found that impairment of
redundant text (Kalyuga, Chandler, & Sweller, 2004; Moreno & Mayer, 2002) was also affected
by various learning characteristics, such as the structure of the instructional content and learners
previous learning experiences.
Recommendations for future study include: (a) research on various situations such as
characteristics of the content, characteristics oflearners, and difficulty of the instructional
material that influences the effects of redundant text, and (b) research on prior learning
experience that influences the effects of simultaneous redundant text presentations. |