Stephen Downes

Knowledge, Learning, Community

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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Stephen Downes Stephen Downes, Casselman, Canada
stephen@downes.ca

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Last Updated: Mar 28, 2024 07:46 a.m.

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