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Chapter 10: The Redundancy Principle

"The redundancy principle suggests that redundant material interferes with rather than facilitates learning"

+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)

+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

+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)

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Activity

+Answers to Activity

1. C

2. D

3. B

4. B

5. C

+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

+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

+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

+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

+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

+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

+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

+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

+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)

+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