Mayer, R.E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187-198.

Mayer, R.; Heiser, J.; Lonn, S.

2001

Mayer, R.E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187-198.

4

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.

Overall, Experiments 4 demonstrate that adding interesting but conceptually irrelevant video clips to a multimedia explanation can have negative effects on students' understanding of the explanation. In particular, students who received video clips placed before the narrated animation displayed poorer problem-solving transfer performance than students who received video clips placed after the narrated animation.

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