Verbal redundancy does not facilitate learning when materials include images or animation¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2012 · checked against its sources 2026-10-15 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Spoken–written presentations without images showed a statistically detectable advantage over spoken-only (g = 0.45), but with images or animation included the advantage was not statistically detectable (g = 0.06 in both cases). → Adesope 2012

Evidence¶

Adesope 2012¶

Adesope, O. O., & Nesbit, J. C. (2012). Verbal Redundancy in Multimedia Learning Environments: A Meta-Analysis. Journal of Educational Psychology. https://doi.org/10.1037/a0026147

q3 · i? · quant-synthesis · r3

Moderator analysis of pictorial components: without images (g = 0.45) or animation (g = 0.24) spoken–written presentation was detectably better than spoken-only, but with images or animation included the effect fell to g = 0.06 in both cases; between-levels differences were significant.

"Table 3 shows that spoken–written presentations without images or animation were associated with statistically detectable effects ( g = 0.45 and g = 0.24, respectively). When images or animation was included in the presentations, spoken–written presentations did not facilitate learning in comparison with spoken-only presen- tations ( g = 0.06 and g = 0.06, respectively). Between-levels differences were statistically significant."

Discussion¶

Related Claims¶

• Redundant on-screen text impairs learning when it competes with a visualization, though written text duplicating narration alone can help — the general claim this finding bears on, with the studies behind it
• The spoken–written advantage over spoken-only presentation appears for system-paced but not learner-paced materials — 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 — reports the opposite
• Nonsegmented spoken–written presentations show a larger advantage over spoken-only presentation than segmented ones — related
• Presenting words as spoken narration rather than on-screen text alongside graphics improves learning — related
• Verbal redundancy (spoken–written presentation) yields a small overall learning benefit with large between-study heterogeneity — a broader claim this one bears on
• Abstract and concrete animation representations do not differ significantly in middle school students' electricity achievement under any of the five text-representation conditions — related
• Spoken text modality does not significantly differ from signaled written text modality, or from signaled written plus spoken text, for either abstract or concrete animation — related
• The animation advantage is largest when instruction includes no accompanying text — related
• Redundant speech-gesture cooperation improves recall and social perception more than complementarity — related
• Redundancy effect: when one source of information is intelligible in isolation, physically integrating it with another source fails to help and eliminating the redundant source facilitates learning — related