Redundancy effect in multimedia learning: A closer look

The generally accepted assumption by most multimedia researchers is that learning is inhibited when on-screen text and narration containing the same information is presented simultaneously, rather than on-screen text or narration alone. This is known as the verbal redundancy effect. Are there situations where the reverse is true? This research was designed to investigate the reverse redundancy effect for non-native English speakers learning English reading comprehension, where two instructional modes were used the redundant mode and the modality mode. In the redundant mode, static pictures and audio narration were presented with synchronized redundant on-screen text. In the modality mode, only static pictures and audio were presented. In both modes, learners were allowed to control the pacing of the lessons. Participants were 209 Yemeni learners in their first year of tertiary education. Examination of text comprehension scores indicated that those learners who were exposed to the redundancy mode performed significantly better than learners in the modality mode. They were also significantly more motivated than their counterparts in the modality mode. This finding has added an important modification to the redundancy effect. That is the reverse redundancy effect is true for multimedia learning of English as a foreign language for students where textual information was foreign to them. In such situations, the redundant synchronized on-screen text did not impede learning; rather it reduced the cognitive load and thereby enhanced learning.