Cognitive constraints on multimedia learning: When presenting more material results in less understanding.

Abstract

In 4 experiments, college students viewed an animation and listened to concurrent narration explaining the formation of lightning. When students also received concurrent on-screen text that summarized (Experiment 1) or duplicated (Experiment 2) the narration, they performed worse on tests of retention and transfer than did students who received no on-screen text. This redundancy effect is consistent with a dual-channel theory of multimedia learning in which adding on-screen text can overload the visual information-processing channel, causing learners to split their visual attention between 2 sources Lower transfer performance also occurred when the authors added interesting but irrelevant details to the narration (Experiment 1) or inserted interesting but conceptually irrelevant video clips within (Experiment 3) or before the presentation (Experiment 4). This coherence effect is consistent with a seductive details hypothesis in which the inserted video and narration prime the activation of inappropriate prior knowledge as the organizing schema for the lesson.