Chapter 6 Applying the Redundancy Principle(冗語原則)

Chapter 6 Applying the Redundancy Principle(冗語原則)

Presenting words in both text and audio narration can hurt learning

6.1 Redundancy principle one: avoid presenting words as narration(解說) and identical(同樣的) text in the presence of graphics

n Learners might pay so much attention to the printed words that they pay less attention to the accompanying graphics.

6.2Psychological reasons for the redundancy principle

n Learning styles hypothesis (based on the information delivery theory of multimedia learning): words should always be presented in both spoken and printed form so learners can choose the presentation format that best matches their learning preference.

n The cognitive theory of multimedia learning is based on the assumptions that

l All people have separate channels for processing verbal and pictorial material.

l Each channel is limited in the amount of processing that can take place at one time.

l Learners actively attempt to build pictorial and verbal models from the presented material and build connections between them.

l See Figure 6.5.

6.3Evidence for omitting redundant onscreen text

n Because of the limited capacity of the human information processing system, it can be better to present less material (graphics with corresponding narration) than more material (graphics with corresponding narration and printed text).

6.4 Redundancy principle two: consider the narration of onscreen text in special situations

n There is no pictorial presentation.

l When the screen contains no animation, video, photos, graphics, illustrations, and so on.

n There is ample opportunity to process the pictorial presentation.

l When the onscreen text and corresponding graphics are presented sequentially or when the pace of presentation is sufficiently slow.

n The learner must exert much greater cognitive effort to comprehend spoken text than printed text.

l For learners who are not native speakers or who have specific learning disabilities, or when the verbal material is long and complex or contains unfamiliar key words.

So Clark suggest that

Redundant onscreen text: when to lose it and when to use it.

Avoid narrating onscreen text when

n Words and pictures are presented simultaneously at a fast pace. (字與圖同時同一步調快速地出現)

Consider narrating onscreen text when

n There are no pictures.

n The learner has ample time to process the pictures and words.

n The learner is likely to have difficulty processing spoken words.

6.5 Psychological reasons for exceptions to the redundancy principle

n Onscreen text either does not add to the learner’s processing demands or actually diminishes them.

6.6 Evidence for including redundant onscreen text

6.7 What to look for in e-learning

n Graphics are described by words presented in the form of audio narration, not by narration and redundant text.

n Onscreen text can be narrated when the screens do not include graphics.

n When language is challenging, onscreen text is narrated.

所以例外狀況最佳的sample 其實是雙語學習