Verbal redundancy in multimedia learning: When reading helps listening

By Roxana Moreno, Richard E. Mayer. 2002

498 citations recorded by the source corpus.

Subfields: Computer Vision and Pattern Recognition, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/587017a482a0625514da944f5783c4a150cf1140

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Vision and Pattern Recognition

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003, background): “In a series of three studies (Mayer et al., 2001, Experiments 1 and 2; Moreno & Mayer, 2002, Experiment 2) students who learned from nonredundant presentations performed better on problem-solving transfer tests than did students who learned from redundant presentations.”
Revising the Redundancy Principle in Multimedia Learning. (2008, methodology): “For example, in a study by Moreno and Mayer (2002b), participants viewed an animation about lightning formation.”
Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia (2004, background): “According to a cognitive theory of multimedia learning (Mayer and Moreno 2003), a successful learning process includes students’: (a) meaningful interaction with academic materials (Moreno, Mayer, Spires and Lester 2001); (b) selection of relevant verbal and non-verbal information (Paivio 1986); (c)”
Role of guidance, reflection, and interactivity in an agent-based multimedia game (2005, methodology): “The retention test, problem-solving test, and program-rating sheet were identical to the ones used by Moreno and Mayer (2002a).”
Effects of segmenting, signalling, and weeding on learning from educational video (2012, background): “Empirical evidence also suggests that novice learners tend to engage in both essential and incidental processing, which together exceed their available cognitive capacity (Mayer, Heiser, and Lonn 2001 ; Moreno and Mayer 2002 ).”
What recent research on diagrams suggests about learning with rather than learning from visual representations in science (2016, background): “When information is presented in two modes, the processing of that information can be distributed between the two systems, maximising memory resources (Ainsworth & Loizou, 2003; Moreno & Mayer, 2002).”
Interactive Multimodal Learning Environments (2007, methodology): “3 According to the modality principle of instructional design (Low and Sweller 2005; Mayer 2001, 2005c; Moreno 2006b; Moreno and Mayer 1999a, 2002a, b), the most effective learning environments are those that combine verbal and non-verbal representations of the knowledge using mixed-modality…”
Applying the science of learning: evidence-based principles for the design of multimedia instruction. (2008, background): “…who received words alone (Mayer, 1989, Experiments 1 and 2; Mayer & Anderson, 1991, Experiment 2a; Mayer & Anderson, 1992, Experiments 1 and 2; Mayer et al., 1996, Experiment 2; Mayer & Gallini, 1990, Experiments 1, 2, and 3; Moreno & Mayer, 1999, Experiment 1; Moreno & Mayer, 2002a, Experiment 1).”
A Review of Research and a Meta-Analysis of the Seductive Detail Effect. (2012, background): “Most of the studies did not test prior knowledge but used self-assessment scores to assure that only novices participated in the experiments (e.g., Harp & Mayer, 1997, 1998; Mayer et al., 1996, 2008; Moreno & Mayer, 2000, 2002; Sanchez & Wiley, 2006).”