People generally learn more effectively when content is presented in audio and visual formats. This is because they have two separate channels for processing visual and audio information, each having limited capacity (Clark & Mayer, 2023). Effective learning occurs when the information is split into different channels, and both channels are used simultaneously, distributing the cognitive load and enhancing the learning process.
Closely related to this, the Redundant principle assumes that people learn more effectively when graphics are combined with narration rather than when graphics are combined with narration and on-screen text. This principle is built on the idea that combining narration and redundant on-screen text can overload the visual channel, leading to less effective learning. However, there are exceptions to this, where the redundant on-screen text can be beneficial, such as when a second language learner is trying to learn an unfamiliar term. Other times when this could be beneficial is when the learner is dealing with complex terms and could benefit from the terms being spelled out.
The above scenario brings back nostalgic memories of my childhood watching Chinese movies with my older brothers. Even though the films were sometimes translated into English using audio narration, they still had redundant on-screen text (subtitles). Thinking of this in retrospect now, it may have been a good thing, I never bothered reading the subtitles for several reasons. I could not keep up with the pace, and most of the time, when I tried to read a few sentences, I had to focus all my effort on reading the text, and I would miss out on some scenes in the movie. As such, I preferred to listen to the audio narration even though I still could not make sense of everything. On the other hand, my older brothers could listen to the narration or read the subtitles easily if they could not understand the narration clearly.
Clark & Mayer (2023) mention the myth of people having different learning styles, with some learning visually and others audibly. Therefore, it would be logical for instruction to have words presented in audio and text format so learners can choose which format suits their learning style. The learning styles hypothesis approach argues that instruction should be flexible enough to support different learning styles. This closely aligns with the Information Acquisition Theory of multimedia learning, which holds that providing information in three formats is better than presenting it in two. It believes information should be presented in all three formats, visual, audio, and text, for learners, especially if they do not understand one or even two of the formats.
The theory, therefore, predicts effective learning occurs in multimedia presentations if redundant on-screen text is included and not excluded. A significant benefit of the Information Acquisition Theory is making learning more accessible to learners and audiences with disability. It allows learners with different learning styles to choose the format that best suits them.
The Information Acquisition Theory and The Redundant Principle seem to have opposing approaches to multimedia learning. While the Information Acquisition Theory advances using multiple formats to reinforce learning, the Redundant principle cautions against repeating the same information across different channels as this can be counterproductive for learning. Since both approaches have pros and cons, the key would be determining how much information should be presented across the different channels to enhance learning experiences.
Reference
Clark, R., & Mayer, R. (2023). E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons, Inc.