Synonyms
Definition
The redundancy effect refers to the phenomenon in instruction where learning is hindered when additional information is presented to learners compared to the presentation of less information. It can take one of two forms. First, when identical information is given in two or more forms such as pictures and words or text in both written and audio form. If one of these forms is redundant, then eliminating it may enhance learning. Second, when additional information is given in order to enhance or elaborate information, for example, a full text and a summarized text. If the elaborations in the full text are redundant, then the elimination of the additional information may result in enhanced learning. Mayer (2001) uses the term “coherence effect’ in reference to this situation.
Theoretical Background
Although the redundancy effect has been demonstrated sporadically over many years, there has not been a clear theoretical explanation...
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References
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293–332.
Low, R., Jin, P., & Sweller, J. (2011) Cognitive load theory, attentional processes and optimized learning outcomes in a digital environment. In C. Roda (Ed.), Human attention in digital environments. (pp. 93–113). New York: Cambridge University Press.
Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
Sweller, J. (2005). The redundancy principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 159–67). New York: Cambridge University Press.
Yeung, A. S., Jin, P., & Sweller, J. (1997). Cognitive load and learner expertise: Split-attention and redundancy effects in reading with explanatory notes. Contemporary Educational Psychology, 23, 1–21.
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Jin, P. (2012). Redundancy Effect. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_200
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