Year: 2011
Type: article
Abstract: According to the redundancy effect in cognitive load theory , if two or more sources of information could be understood separately without the need for mental integration (e.g., when the same information is presented in different formats or modalities) , redundant sources of information should be omitted rather than pr esented. Within a cognitive load framework, the redundancy effect is explained by a more efficient use of the available working memory resources: by reducing cognitive load wasted on unnecessary integration of redundant sources of information, more resourc es become available for meaningful learning. However, some studies failed to replicate the redundancy effect and in some cases, found significant differences opposite to those expected. This paper reviews and systematizes a set of factors moderating the re dundancy effect in multimedia learning.
Author: Slava Kalyuga
Institution: UNSW Sydney
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2183687905