Nonsegmented spoken–written presentations show a larger advantage over spoken-only presentation than segmented ones¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i2 medium
Currency · newest study 2012 · checked against its sources 2026-10-15 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i2 Nonsegmented presentations were associated with a larger weighted mean effect size (g = 0.53) than segmented presentations (g = 0.15), a statistically significant between-levels difference (QB(2) = 12.72, p < .001). → 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 · i2 · quant-synthesis · r3

Moderator analysis of segment size (Table 3): nonsegmented studies (k = 7) reached Hedges's g = 0.53 versus g = 0.15 for segmented studies (k = 22); post hoc analysis found nonsegmented presentations significantly different from segmented ones.

"Table 3 shows that although both segmented and nonseg- mented studies were associated with statistically detectable effect sizes, the nonsegmented presentations were associated with a larger effect size ( g = 0.53) than were the segmented ones ( g = 0.15). This result suggests that verbal redundancy is more beneficial when texts are not segmented."

Discussion¶

Related Claims¶

• Segmentation increases learning time — the general claim this finding bears on, with the studies behind it

• 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 — the general claim this finding bears on, with the studies behind it

• Verbal redundancy does not facilitate learning when materials include images or animation — related
• Spoken–written advantages are larger for retention outcomes and multiple-choice test formats than for transfer or mixed formats — related
• Spoken–written advantages are larger for second-language and nonfluent first-language readers and for low prior knowledge learners — related
• Spoken–written presentations do not outperform written-only presentations but do outperform spoken-only presentations — a broader claim this one bears on
• The spoken–written advantage over spoken-only presentation appears for system-paced but not learner-paced materials — related
• Verbal redundancy (spoken–written presentation) yields a small overall learning benefit with large between-study heterogeneity — a broader claim this one bears on
• Redundant speech-gesture cooperation improves recall and social perception more than complementarity — related
• Segmenting Improves Multimedia Learning — related