e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning

6.6. Evidence for Including Redundant On-Screen Text

In the previous section, we summarized research in which people learned less about the process of lightning formation when the presentation included animation with redundant on-screen text than when the presentation included animation with concurrent narration alone. In this section, we explore special situations in which adding redundant on-screen text has been shown to help learning.

Research shows that in certain situations learners generate approximately three times as many correct answers on a problem-solving transfer test from presentations containing concurrent spoken and printed text than from spoken text alone (Moreno & Mayer, 2002a). In these studies, there were no graphics on the ...