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Verne
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Chapter 7, E-Learning
and the science of instruction, Clark and Meyer (2011).
Outline: Redundancy Principle 1: Do
not add on–screen text to narrated graphics.
A.
Psychological reasons for redundancy principle
B. Evidence for omitting redundant
on-screen text
Redundancy Principle 2:
Consider adding on-screen text to narration in special circumstances
A. Psychological
reasons for exceptions to redundancy principle
B. Evidence
for including redundant on-screen text
This discussion of redundancy involves the idea that
we should not in most cases overload the senses of hearing and visual. The idea
stems from the idea that more than one source into the same sensory part of the
brain, overloads that sense and causes confusion, overload, and slow down of
that particular brain intake. Examples are seeing graphics and words at the
same time seems to overload the sense of visual intake. The same would occur if
more than one sound were heard at the same time, confusing auditory intake.
This was proven by Kaluga, Chandler, and Sweller (1999, 2000) in their study of
animation with and without text when used with narration. Cognitive theory
indicates that channels must not be overloaded but separate channels can exist
at the same time feeding information to the brain from separate inputs such as
simultaneous hearing and visual each helping and accommodating each other. Clark
and Mayer (2011)
There are other problems that could exist with
redundancy of information. These include more time needed for presentation and
waste of time and space with too much information. Mayer and Moreno (2002).
They say that overall this redundancy effect hurts and sometimes prevents
learning.
The exceptions to the rule do occur. One of these is
when one has a disability such as a hearing loss. In this case, printed text is
very helpful and does serve help that disability to learn. Another would be if
we slowed down the pace of presentation or left time gaps in between the
information, then the brain could catch up. Native speakers of another language
are helped when they can see visual words as narration is happening. Sometimes
keywords are important to put in the text along with an auditory-visual
presentation. Clark and Mayer (2011)
More research needs to done in the areas of kinds of
learners, kinds of materials, and kinds of presentation methods. This would
help to identify better certain situations to use simultaneous on-screen presentation
of text along with graphics and sound. Also the disabilities act needs to be
addressed further for this class of students.
I agree that this idea of redundancy is very
important as we proceed to develop new learning materials and methods. Confusion
in e-learning is not needed as the mind and its processing of input and how it
is inputted is one of the most important factors in learning. We should always
design or course work with the learner’s input and development speed in mind.
Slowed-down learning could happen if we are redundant in audio, visual
multi=media presentations. This very relevant to my work here in Rwanda with
second language teaching. It is very confusing for my students to even see and
hear at the same time, Redundancy of the same sense would slow them down even
more.
I had always thought that the more media we could
flood the student with, the better and faster would be their learning. This is
not true and I have changed my mind set to a more coherent teaching style that
combines senses, including touch, but does not overload any sensory input.
References:
Clark, R. and Mayer, R. (2011). E-learning and the science of instruction, San Francisco, CA: Pfeiffer
Kaluga, Chandler, & Sweller (1999, 2000) Studies
mentioned in: Clark, R. & Mayer
(2011). E-learning and the science of instruction, San Francisco, CA:
Pfeiffer
Moreno, R. & Mayer, R. (2002a). Verbal
redundancy in multimedia learning: When reading helps listening. Journal
of Educational Psychology, 94, 151-163.
Hi Verne,
ReplyDeleteExcellent Post! Redundancy theory is very similar to my post on cognitive load theory. It seems that in both, less is best. You made a great point that audio and video can be used simultaneously for folks with disabilities and for ESL students. However, you said that your students do not learn as well hearing and seeing text at the same time. I would have thought that hearing a word and seeing it written in text would reinforce their learning. It's interesting that you have had to change your teaching method in this area.
Of course, as you and I have discussed with other blog posts, having key words scroll across the screen does help reinforce key concepts.
It was great to see you and your class this morning on the VSEE meeting, I'm glad that things are going well for you in Rwanda.
Take care,
Andy
I am so happy to see that the issue of disability, such as a hearing loss, is addressed. Printed text might be the best option in this case. I personally relate to the concept of slowing down the pace of presentation to allow my brain to catch up :) It makes a lot of sense that non-native speakers could learn better when they can see the written word, as well as keywords (Clark and Mayer, 2011).
ReplyDeleteClark, R. C. & Mayer, R. E. (2011). E-Learning and the science of instruction-third edition. San Francisco, CA: Pfeiffer.