The Effects of Redundant Text and Learning Materials on Multimedia Learning and Cognitive Load
Abstract: The study employed a 2 (redundant text: summarized vs. whole text) × 2 (learning material: theo-retical vs. phenomenal) mixed factor design, to study the effect of two factors on external cognitive load and learning outcome in multimedia learning. The results revealed that the theoretical ma-terial induced higher intrinsic cognitive load than descriptive material. Both redundant text and learning material had significant main effect and interactive effect on extraneous cognitive load. In the learning of theoretical material, participants with whole text got higher extraneous cognitive load, but outperformed both on retention and transfer test than those with summarized text. How-ever, the results didn’t duplicate when participants were learning descriptive material. The results indicated that same instructional design didn’t always induce same cognitive load, and cognitive load was not the only factor which influenced learning outcome; characters of learning material also had effect on learning outcome.
文章引用: 龚德英 , 张大均 (2015) 冗余文本和材料特性对多媒体学习及认知负荷的影响。 心理学进展， 5， 125-133. doi: 10.12677/AP.2015.53018
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