DHH students report using redundant multimedia features for support, conflicting with the CTML redundancy principle¶
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Evidence · 1 study · qualitativer2·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q2 i? DHH students perceived benefits from using two or more multimedia features in redundant, interchangeable ways, which conflicts with the CTML principle that redundant on-screen text should be avoided. → Gehret 2025
Evidence¶
Gehret 2025¶
Gehret, A. U., & Elliot, L. B. (2025). Perceptions of e-learning by deaf and hard of hearing students using asynchronous multimedia tutorials. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10476-z
q2 · i? · qualitative · r2
Content analysis of open-ended survey responses from DHH students identified a 'redundant support' theme, where the connecting thread was 'two or more features being used in an interchangeable manner', such as using captions to recover missed spoken information.
"The emergent theme, redundant support, encompassed a variety of scenarios with the connecting thread of two or more features being used in an interchangeable manner."
Discussion¶
Related Claims¶
- The CTML segmenting principle appears strongly applicable to DHH students' e-learning — reports the opposite
- DHH students' feedback suggests the coherence principle is important to reduce visual distraction — related
- DHH students' communication preferences partly predict which multimedia tutorial features they attend to — related
- On-screen text that duplicates the narration of a diagram can hurt learning, but spoken–written redundancy is not harmful on average and helps over spoken-only presentation in some conditions — related
- Redundant on-screen text impairs learning when it competes with a visualization, though written text duplicating narration alone can help — related
- Presenting words as spoken narration rather than on-screen text alongside graphics improves learning — related
- Automated CTML metrics show significant improvement in temporal contiguity and coherence for CTML-informed videos, while modality, redundancy, and image quality show no significant difference — related
- Design guidelines from motivational and complex-skill theories (4C/ID, ARCS, CLT) contradict multimedia learning guidelines (CTML), producing seven specific design dilemmas — related
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