Exploring the Redundancy Effect in Print-Based Instruction Containing Representations

Autor/inn/en	Morrison, Jennifer; Watson, Ginger S.; Morrison, Gary R.
Titel	Exploring the Redundancy Effect in Print-Based Instruction Containing Representations
Quelle	In: British Journal of Educational Technology, 46 (2015) 2, S.423-436 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12140
Schlagwörter	Redundancy; Cognitive Processes; Difficulty Level; Questionnaires; Achievement Tests; Visual Aids; Science Instruction; Printed Materials + Suchen Sie Ihr Suchwort? Redundanz; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Fragebogen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Anschauungsmaterial; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	The purpose of this study was to evaluate the effects of redundancy when learning from realistic science materials. Participants received instruction where redundancy was manipulated between text and diagrams with captions, text and diagrams, and text only. Participants reported levels of cognitive load, responded to questionnaire items and completed an achievement test. Findings indicated there were no significant differences in perceived mental effort between groups, though there were differences in experienced material difficulty. In contrast with the redundancy effect described by cognitive load theory, the manipulation of redundancy in lengthier text materials paired with diagrams did not affect performance on the achievement test. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01