The Effects of Captioning Videos on Academic Achievement and Motivation: Reconsideration of Redundancy Principle in Instructional Videos

Muzaffer Ozdemir, Serkan Izmirli, Ozden Sahin-Izmirli, Educational Technology & Society, Oct 07, 2016
Commentary by Stephen Downes
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Cognitive load theory tells us that presenting the same message in different modalities reduces students' ability to learn. This is known as the 'redundancy principle'. But this paper (10 page PDF), released today, presents disconfirming evidence. "The findings indicated that, in contrast to the suggestion of the redundancy principle, motivation and achievement scores of students do not vary according to the instructional video type under investigation (captioned vs. non-captioned)."

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