Optimize eLearning Using the Redundancy Principle

The Redundancy Principle is another component of Mayer's Cognitive Theory of Multimedia Learning. This principle suggests that learners process information better when it is presented in one modality, either auditory or visual, rather than in repetitive (redundant) formats. Avoiding simultaneous on-screen text and narration prevents cognitive overload and promotes better understanding.

How Does the Redundancy Principle Enhance Employee Performance?

By reducing the likelihood of cognitive overload, the Redundancy Principle allows learners to focus more effectively on the content. Employees can better retain and apply what they've learned, enhancing job performance.

Here are examples of how you may see this principle applied to improve eLearning.

• Poor: A video with narration identical to the on-screen text.
• Better: A video with complementary on-screen text and narration.
• Best: A video where the on-screen text summarizes or emphasizes key points from the narration.

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• Poor: A software tutorial uses both auditory narration and identical on-screen text to explain a feature.
• Better: The tutorial uses either on-screen text or auditory narration alongside the visuals, not both.
• Best: The tutorial uses visual cues and auditory explanation, incorporating minimal, non-redundant on-screen text to highlight crucial points.

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• Poor: A customer service training presents dialogues as text and also reads them aloud simultaneously.
• Better: The training chooses one modality, either presenting the dialogues as text or narrating them.
• Best: The training uses voiceover for the dialogues, with important phrases highlighted visually, maintaining learner focus and facilitating understanding.

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• Poor: An HR policy module presents a complex policy with simultaneous on-screen text and voiceover.
• Better: The module either narrates the policy or presents it as on-screen text, avoiding redundancy.
• Best: The module uses auditory narration while visually highlighting key points, aiding in comprehension and retention of policy details.

Your next steps

Analyze your current eLearning materials and identify instances where redundant information presentation may lead to cognitive overload. Aim to present information using one modality, either visual or auditory, to improve learner focus and understanding.

_References:

• _{Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), 43-52.}
• _{💡Get the book! Clark, R. C., & Mayer, R. E. (2016). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. John Wiley & Sons.}