Multimedia learning research has shown that presenting the same words as spoken text and as written text to accompany graphical information hinders learning (i.e., redundancy effect). However, recent work showed that a “condensed” form of written text (i.e., on-screen labels) that overlaps with the spoken text, and thus is only partially redundant, can actually foster learning. This study extends this line of research by focusing on the usefulness of on-screen labels in an animation explaining a procedural task (i.e., first-aid procedure). The experiment had a 2 × 2 × 2 between-subject design (N = 129) with the factors spoken text (yes vs. no), written text (yes vs. no), and on-screen labels (yes vs. no). Learning outcomes were measured as retention accuracy and behavioral performance accuracy. Results showed that on-screen labels improved retention accuracy (but not behavioral performance accuracy) of the procedure, especially when presented together with spoken text. So, on-screen labels appear to be promising for learning from procedural animations.

Additional Metadata
Keywords Cognitive load, Instructional animation, Procedural task, Verbal redundancy
Persistent URL dx.doi.org/10.1016/j.compedu.2016.12.013, hdl.handle.net/1765/95290
Journal Computers & Education
Citation
de Koning, B.B, C.M.J. (Charlotte) van Hooijdonk, & Lagerwerf, L. (Luuk). (2017). Verbal redundancy in a procedural animation: On-screen labels improve retention but not behavioral performance. Computers & Education, 107, 45–53. doi:10.1016/j.compedu.2016.12.013