Reducing verbal redundancy in multimedia learning: An undesired desirable difficulty?
Reducing verbal redundancy in multimedia learning: An undesired desirable difficulty?
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减少多媒体学习中的言语冗余：一个不受欢迎的困难？
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
R. Bjork
中科院分区：
文献类型：
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作者：
Carole L. Yue;E. Bjork;R. Bjork
先前对多媒体学习中冗余原则的研究表明，尽管屏幕上的文本和叙述之间的精确对应通常会损害学习，但动画中的简短标签可以促进学习。为了澄清和扩展这些结果的理论和实践意义，本研究的作者考察了多媒体课程中屏幕文本和叙述之间不同程度的对应对记忆和迁移的影响程度。在两个实验中，大学生观看了一段关于明星生命周期的动画和解说的ppt课程，不同的参与者对屏幕上的文字和叙述的对应程度不同。与多媒体学习的冗余原理和双通道理论相一致，两个实验都证明了对与叙事相同的屏幕文本的损伤。然而，作为先前冗余原理研究的延伸，这两个实验也都证明了叙事与屏幕文本之间存在少量差异的优势。另一方面，过多的差异导致学习效果与屏幕上的文字和叙述相同时一样差。元认知判断显示，参与者倾向于选择与叙事相同的屏幕文本，尽管回忆和转移分数显示，与叙事略有不同的屏幕文本更有利于学习。结果表明，尽管学习者的偏好相反，屏幕上的文本和叙述之间的轻微差异可能是一种理想的困难，这表明冗余原则的延伸，与理想困难框架和多媒体学习的认知理论是一致的。
Previous research on the redundancy principle in multimedia learning has shown that although exact correspondence between on-screen text and narration generally impairs learning, brief labels within an animation can improve learning. To clarify and extend the theoretical and practical implications of these results, the authors of the present research examined the extent to which varying degrees of correspondence between on-screen text and narration in a multimedia lesson affects recall and transfer. In 2 experiments, college students viewed an animated and narrated PowerPoint lesson about the life cycle of a star, with different participants experiencing different degrees of correspondence between on-screen text and narration. Consistent with the redundancy principle and the dual-channel theory of multimedia learning, both experiments demonstrated impairment for on-screen text identical to the narration. As an extension of previous research on the redundancy principle, however, both experiments also demonstrated an advantage for a small amount of discrepancy between narration and on-screen text. On the other hand, too much discrepancy resulted in learning just as poor as when the on-screen text was identical to the narration. Metacognitive judgments revealed that participants tended to prefer on-screen text identical to the narration, even though recall and transfer scores showed that on-screen text worded slightly differently than the narration was better for learning. Results indicate that despite learner preferences to the contrary, slight discrepancies between on-screen text and narration can be a desirable difficulty, suggesting an extension to the redundancy principle that is consistent with the desirable difficulties framework as well as the cognitive theory of multimedia learning.