Abstract
Research on metacognition has consistently demonstrated that learners fail to endorse instructional designs that produce benefits to memory, and often prefer designs that actually impair comprehension. Unlike previous studies in which learners were only exposed to a single multimedia design, the current study used a within–subjects approach to examine whether exposure to both redundant text and non-redundant text multimedia presentations improved learners' metacognitive judgments about presentation styles that promote better understanding. A redundant text multimedia presentation containing narration paired with verbatim on–screen text (Redundant) was contrasted with two non-redundant text multimedia presentations: (1) narration paired with images and minimal text (Complementary) or (2) narration paired with minimal text (Sparse). Learners watched presentation pairs of either Redundant + Complementary, or Redundant + Sparse. Results demonstrate that Complementary and Sparse presentations produced highest overall performance on the final comprehension assessment, but the Redundant presentation produced highest perceived understanding and engagement ratings. These findings suggest that learners misperceive the benefits of redundant text, even after direct exposure to a non-redundant, effective presentation.
Highlights
Lectures and presentations are dominated by the use of multimedia instruction tools such as PowerPoint or Keynote to presumably increase learner attention and engagement (Mantei, 2000; Szabo and Hastings, 2000; Susskind, 2004; Apperson et al, 2008)
The current study expanded on prior work by using a within– subjects approach; participants were exposed to redundant and non-redundant text presentations within the same experimental session to determine whether exposure to both presentation styles influenced awareness of the negative effect of redundant text on learning
Paired samples t-tests yielded no difference in recognition comprehension scores between presentation styles, t(19) = 0.68, p = n.s., but significantly greater applied comprehension scores in the Complementary presentation compared to the Redundant presentation with a large magnitude–of–effect, t(19) = 3.40, p < 0.001, d = 1.22
Summary
Lectures and presentations are dominated by the use of multimedia instruction tools such as PowerPoint or Keynote to presumably increase learner attention and engagement (Mantei, 2000; Szabo and Hastings, 2000; Susskind, 2004; Apperson et al, 2008). Recent work by Yue et al (2013) showed that participants prefer identical-full text presentations (paired with images) and think they are best for learning, despite superior learning with presentations containing minimal or no text. Participants only experienced one condition, and indicated which presentation style they would prefer by selecting from a series of answer options [e.g., (a) images and narration only, (b) images, narration, and on-screen text identical to narration]. The current study expanded on prior work by using a within– subjects approach; participants were exposed to redundant and non-redundant text presentations within the same experimental session to determine whether exposure to both presentation styles influenced awareness of the negative effect of redundant text on learning
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