Publication:
When redundant on-screen text in multimedia technical instruction can interfere with learning

dc.contributor.author Kalyuga, Slava en_US
dc.contributor.author Chandler, Paul en_US
dc.contributor.author Sweller, John en_US
dc.date.accessioned 2021-11-25T14:10:51Z
dc.date.available 2021-11-25T14:10:51Z
dc.date.issued 2004 en_US
dc.description.abstract It is frequently assumed that presenting the same material in written and spoken form benefits learning and understanding. The present work provides a theoretical justification based on cognitive load theory, and empirical evidence based on controlled experiments, that this assumption can be incorrect. From a theoretical perspective, it is suggested that if learners are required to coordinate and simultaneously process redundant material such as written and spoken text, an excessive working memory load is generated. Three experiments involving a group of 25 technical apprentices compared the effects of simultaneously presenting the same written and auditory textual information as opposed to either temporally separating the two modes or eliminating one of the modes. The first two experiments demonstrated that nonconcurrent presentation of auditory and visual explanations of a diagram proved superior, in terms of ratings of mental load and test scores, to a concurrent presentation of the same explanations when instruction time was constrained. The 3rd experiment demonstrated that a concurrent presentation of identical auditory and visual technical text (without the presence of diagrams) was significantly less efficient in comparison with an auditory-only text. Actual or potential applications of this research include the design and evaluation of multimedia instructional systems and audiovisual displays. [39 Refs; In English] en_US
dc.identifier.issn 0018-7208 en_US
dc.identifier.uri http://hdl.handle.net/1959.4/42178
dc.language English
dc.language.iso EN en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/3.0/au/ en_US
dc.source Legacy MARC en_US
dc.title When redundant on-screen text in multimedia technical instruction can interfere with learning en_US
dc.type Journal Article en
dcterms.accessRights metadata only access
dspace.entity.type Publication en_US
unsw.accessRights.uri http://purl.org/coar/access_right/c_14cb
unsw.description.notePublic Original inactive link: http://www.sciencedirect.com/science/article/B6WPV-4F1SCCY-2NW/2/c4bc9950655b20d8fbe55a5766d88d02 en_US
unsw.relation.faculty Arts Design & Architecture
unsw.relation.ispartofissue 3 en_US
unsw.relation.ispartofjournal Human Factors en_US
unsw.relation.ispartofpagefrompageto 567-581 en_US
unsw.relation.ispartofvolume 46 en_US
unsw.relation.originalPublicationAffiliation Kalyuga, Slava, Education, Faculty of Arts & Social Sciences, UNSW en_US
unsw.relation.originalPublicationAffiliation Chandler, Paul, Education, Faculty of Arts & Social Sciences, UNSW en_US
unsw.relation.originalPublicationAffiliation Sweller, John, Education, Faculty of Arts & Social Sciences, UNSW en_US
unsw.relation.school School of Education *
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