A comparison of three levels of verbal redundancy in multimedia learning and its effects on memory retention and transfer in legal professionals
Year: 2015
Type: article
Study design: Clinical Trial
Abstract: This study sought to examine verbal redundancy in multimedia learning and its effects on memory retention and transfer in legal professionals who were randomly assigned to watch one of three multimedia videos. Tests of ANOVA showed no significant differences in performance, mental load, or combined efficiency scores among the three instructional groups, but participants in the complementary text group rated the video with complementary slides as significantly more helpful than the videos with redundant, overloaded text slides and spoken words only. Factorial ANOVA also revealed that the redundant text group with fewer than five years of experience scored significantly lower than other groups. The cognitive load of the learners was discussed and recommendations included assessing the prior knowledge of learners, reducing extraneous and redundant text, and including relevant graphics with words.
Author: Angela Mizell Dooley
Institution: University of South Carolina
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2338204753