Cognitive theory of multimedia learning and learning videos design

Abstract

This paper presents an ongoing research project regarding the design of learning videos in relation to Mayer's Cognitive Theory of Multimedia Learning (CTML) and more specifically to the Redundancy Principle (RP). Learning videos have been proved an efficient teaching tool. However poorly designed videos could easily fail if they trigger the RP. The RP is activated when the information parsed through the visual channel consists of animation and on-screen text. This paper presents an experiment that explores the way the RP is related to learning videos and how the type of on-screen visual aid (text, call-outs) affects learners' comprehension. It also discusses preliminary results that derived from a pilot study. The presented work is part of a bigger project that explores several aspects of CTML in relation to learning videos design.