The redundancy principle suggests that presenting redundant information interferes with learning rather than facilitating it. According to cognitive load theory, working memory has limited capacity and duration for processing new information, so instruction should avoid redundant content that increases cognitive load. Experimental evidence shows students learn better when redundant information like identical text presentations, additional summaries, or unnecessary pictures are eliminated. The redundancy effect is central to the expertise reversal effect, as novices and experts have different cognitive loads from the same instructional materials. The redundancy principle implies eliminating redundant materials and activities from instruction and considering element interactivity for novices versus experts.

1. Chapter 10: The Redundancy Principle"The redundancy principle suggests that redundant material interferes with rather than facilitates learning"

2. What Is the Redundancy Principle?Presented info results in less learning compared to less presented infoAdditional info has negative effect on learningTwo VariationsIdentical info presented in different ways (same medium)Additional info such as a summary (different media)

3. Cognitive Load Theory & Redundancy PrincipleAssumption that intent of education is to alter the contents of long-term memoryWorking-memory has limitations when processing new informationInstruction should be designed to keep in mind the human cognitive architectureWorking memory is limited in respect to capacity and durationRedundancy in instruction increases cognitive loadTo reduce cognitive load, redundant information must be coordinated with essential information

4. Experimental Evidence for the Redundancy PrincipleEvidence is obtained when elimination of information results in improved learningMiller (1937) studied young children learning how to readLearning new words accompanied with a picture (cow with a picture of a cow)Learned new words and speaking the word (no picture includedStudents learned better without the picturesTask of looking at picture requires cognitive resources (takes away from learning of words)

5. Activity

6. Answers to ActivityCDBBC

7. Experimental Evidence 2Reder & Anderson (1980, 1982)Presented learners with chapters from textbooks in a variety of areasProvided second group with summaries of the original textStudents learned better and retained information longer from summarized texts

8. Experimental Evidence 3Carroll (1990) & Carroll, Smith-Kerker, Ford & Mazur-Rimetz (1987) – Minimal ManualComputer manuals that minimized explanatory text proved superior to conventional manualsMayer, Bove, Bryman, Mars, and Tapangco (1996) – Summary/Full-text redundancyStudents given information re lightning formationSummaries with illustrations & captions superior to full-text versionsDespite early research, it was assumed that presentation via multiple formats would at worst have neutral effects, not negative

9. Split Attention EffectWhen multiple sources of information must be integrated to be intelligibleWhen learners split attention, cognitive load is increasedText placed near graphic (geometry example) would be considered redundantWhen text is integrated, it is easy to ignore

10. Experimental Evidence 4Bobis, Sweller and Cooper (1993) – Textual redundancyTextual explanations added to graphics resulted in worse performance on testsText was redundantAdding more diagrams had negative effect

11. Experimental Evidence 5Sweller & Chandler (1996), Chandler & Sweller (1996) – Computer ApplicationComputer and work done on computer were redundantUsers presented computer manual but no computerUsers presented both computer and manualLearners who had use of computer performed more poorly than those who did not

12. Experimental Evidence 6Kalyuga, Chandler and Sweller (1999) – Written/Spoken Text RedundancyDemonstrated modality effect by finding diagram and written text was worse than same diagram and spoken textHaving same written and spoken text was redundant

13. The Centrality of the Redundancy Effect to the Expertise Reversal EffectExpertise Reversal Effect – when instructional technique that is effective loses advantage and effectiveness when levels of expertise increaseAs levels of expertise increase, additional explanations become unnecessary and redundantInformation that may be essential for novices may become redundant as expertise increases

14. Instructional Implications of the Redundancy PrincipleEliminate all redundant materials presented to learners and all redundant activity that instruction may encourage learners to engage inRedundancy principle does not indicate what may or may not be redundantInformation that is redundant under one set of circumstances may be essential under another

15. Instructional Implications 2Redundancy principle is not a simple, universally applicable ruleRedundancy principle can be explained by cognitive load theory and should always be considered in conjunction with the theoryDecisions regarding element interactivity should be made from the learner's point of view (novice vs. expert)

16. ConclusionsRedundancy principle often seen as counterintuitiveEasy to assume that additional information or explanation could be advantageousThis assumption ignores knowledge of human cognitive structureLarge amount of experimental evidence spanning several decades supports the idea that redundant information is not neutral