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¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Chandler and Sweller's experiments with materials including blood-flow diagrams found no advantage for physically integrating diagram and text, and found learning was facilitated by eliminating the written information. → John Sweller 2023

Evidence¶

John Sweller 2023¶

John Sweller. (2023). The Development of Cognitive Load Theory: Replication Crises and Incorporation of Other Theories Can Lead to Theory Expansion. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09817-2

q2 · i? · theoretical · r3

Multiple experiments by Chandler and Sweller (1991) with a variety of materials including blood-flow information, where diagram and text were each intelligible in isolation. The article reports no evidence for the split-attention effect under these conditions; no statistics are printed in the quoted sentence.

"Chandler and Sweller (1991) obtained evidence that learning was facilitated by the elimination of the written information rather than by its integration with the diagrams."

Discussion¶

Related Claims¶

• Reviews report that the split-attention benefit for novices reverses into a redundancy effect for more experienced learners: Kalyuga et al. (2003) cite Kalyuga et al. (1998) and Yeung et al. (1998), and Ginns (2006) cites Kalyuga et al. (1998) — related
• Instructional guidance that helps novices can become redundant or counterproductive as expertise grows. — a broader claim this one bears on
• 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
• Split-attention and redundancy effects occur for high element interactivity material but disappear for low element interactivity material — related
• Verbal redundancy does not facilitate learning when materials include images or animation — related
• The review reports that worked examples benefit inexperienced learners but become redundant with increased experience, when problem solving proves superior — related
• Split Attention Effect Degrades Learning — reports the opposite