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- 1. Presented by Connie Whitmore Redundancy and Coherence Principles
- 2. Review Chapter 6 – Applying the Redundancy Principle Chapter 7 – Applying the Coherence Principle Upon completion, you will be able to Explain when graphics, narration, and text should be used together Identify elements that distract the learner from the core content of a lesson Overview
- 3. Explain visuals with words in audio or text NOT BOTH the Redundancy Principle
- 4. Do Not Add On-Screen Textto Narrated Graphics Eyes are on printed text – not graphic Reconcile text and narration – not content But what about visual learners? Redundancy Principle #1
- 5. Redundancy Principle Multimedia Memory Systems Sensory Memory Working Memory Narration Phonetic Processing Ears Printed Words Visual Processing Pictures Eyes Figure 6.4. Overloading of Visual Channel with Graphics Explained by Words in Audio and Written Text. (Adapted from Mayer, 2001a.)
- 6. Consider Adding On-Screen Textto Narration in Special Situations When there is no pictorial presentation When there is ample opportunity to process the pictorial presentation When there is greater cognitive effort required to comprehend spoken text than printed text Redundancy Principle #2
- 7. What we DON’T know Kinds of learners Kinds of material Kinds of presentation methods Redundancy Principle
- 8. And finally, what about 508 compliance? Default to audio on For 508, provide “audio off” button RedunDancy Principle
- 9. View the following illustrations and evaluate the application of the Redundancy Principle. How would you handle text and narration for each slide? Review
- 10. Review Keep Text with Narration?
- 12. Review Add Text?
- 14. Adding interesting materialcan hurt learning Coherence Principle
- 15. Avoid Extraneous Audio May overload working memory May be some situations where it could be beneficial Arousal theory: emotion affects cognition Arousal theory: students will learn more when presentations contain interesting sounds and music Coherence Principle #1
- 16. Study Results Moreno and Mayer (2000a) Adding background music or environmental sounds Kenz and Hugge (2002) Reading with background conversation Ransdell and Gilroy (2001) Essay writing with music Coherence Principle
- 17. Avoid Extraneous Graphics Harmful if interfere with learning Distraction Disruption Seduction Graphics alone cannot improve a boring lesson Coherence Principle #2
- 18. Study Results Mayer, Heiser, and Lonn (2001) Inserted video clips Harp and Mayer (1977) Interesting but irrelevant graphics and captions Sanchez and Wiley (2006) Extraneous graphics with learners of low ability Butcher (2000); Parkhurst & Dwyer (1983) Simple illustrations Coherence Principle
- 19. Avoid Extraneous Words 3 types Added for interest Added to expand Added to increase technical detail Coherence Principle #3
- 20. Outstanding Issues What about longer term instruction? Does learning remain the same for a lifetime? How to keep learners interest and recognize limits of cognitive processing Coherence Theory
- 21. The coherence principal suggests eliminating extraneous audio, graphics and Text Tests Review
Editor's Notes
- Therefore the name – consider whether the words in text are redundant and ultimately distracting to the learner.We’ll look at the two principles for including text with graphics.
- Eyes on printed text – not on graphicWhile reading the text, learners are not benefitting from the narration and not able to view graphic at the same timeReconcile text and narration – not contentComparing / reconciling the text to the narration requires cognitive skills beyond learning the content
- Adding redundant on-screen text could overload the visual channel as both the printed words and the graphics are being processed.This is especially true if the pace is fast and the material is unfamiliarLearning improves when only one source is presented for each channel to process.
- Bullet 1 – otherwise a blank screenBullet 2 – when the pace is slow or the graphic and text are presented separately (consecutively)Bullet 3 – when the learner is not a native speaker, when the learner has a learning disability, or when spoken content is long, complex, or unfamiliar
- Learners – would non-native speakers or those with low prior knowledge benefit from redundant on-screen text?Material – would redundant on-screen text be helpful for technical terms, brief headings, or other specialized content?Presentation – what affect would redundant on-screen text have when the presentation is slow, under the learner’s control, when there is pre-learning, or when narration precedes on-screen text?
- 508 compliance established to prohibit barriers in information technologyAudio off button would turn off audio and turn on screen text.Should not allow for both audio and screen text.
- Commonly violated in an effort to enliven material. Many presentations include “seductive details” – those that are interesting but irrelevant.Do some “weeding” – a term used by Mayer and Moreno to describe the need to uproot any words, graphics, or sounds that are not essential to the goal of the lesson.Let’s look at the added features intended to make a lesson more interesting at the cost of learning
- Adding extra sounds to a lesson with material that is not familiar to the learner, when it is presented rapidly, or when the presentation is not under the learner’s control, is likely to lead to working memory overloadIt is the most important to eliminate the extra audio in these circumstances.The vote is still out, however, on whether there could be advantages or benefits to additional audio.Arousal theory would seem to make sense. The cognitive theory of multimedia presentations holds that students will learn more deeply when extraneous sounds are eliminated.But what about the iPod learner or the TV in the background learner?
- These studies support the Coherence Principle – omit extraneous audioAll results showed better performance without sounds.Environment sounds – those that match the graphic (machine sounds, wind, etc.)Essay writing – essay quality was similar in both groups, but group with music took significantly longer
- If graphics lead to confusion and make it difficult for learners to decipher the content, then they are harmful Distraction – takes limited attention away from primary content Disruption – prevents links from being created that connect the relevant content Seduction – encourages connections between existing knowledge and current content that may be inappropriateIf graphics are used only to add “flash” to the page, then don’t use
- These studies support the Coherence Principle – omit extraneous visualsAll results showed better performance without unnecessary graphics.Mayer – note that this is an example of more material resulting in less understandingHarp – specifically tested young adult learners (18-22) who were found to be no less susceptible to mental overload by unnecessary graphics – even though they have grown up with multimediaSanchez – eye tracking showed low-ability learners spent more time looking at illustrations than high-performing studentsButcher – simple line drawings are better than pictures or color drawings. One theory is that the learner is forced to fill in the drawing to understand the meaning of the illustration
- Don’t use unnecessary embellishmentKeep narrative basic and conciseEssential points and relevant visual
- Longer term instruction – can lessons be designed so that students can determine the core content and separate it from the “nice to know” use headings, fonts, colors, layout, etc. this is known as signalingLifetime – ISD techniques that are effective for beginners may not work for the experienced learner.Not Boring - Coherence does not mean boring Stimulate interest Without extraneous material