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  • 16 - The Redundancy Principle in Multimedia Learning

  • from Part IV - Principles for Reducing Extraneous Processing in Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara, Logan Fiorella, University of Georgia
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    19 November 2021
    Print publication:
    09 December 2021, pp 212-220

  • Summary

    The redundancy principle (or redundancy effect) suggests that redundant material interferes with rather than facilitates learning. Redundancy is broadly defined as any unnecessary information including irrelevant information, the same information presented concurrently in multiple forms or in unnecessarily elaborated form. According to cognitive load theory, processing redundant information with essential information increases working memory load which may interfere with learning. Eliminating such redundant information removes the requirement to process unnecessary sources of information. Accordingly, instructional designs that eliminate redundant material can be superior to those that include redundancy. This chapter summarizes research and theory concerned with the effect of processing redundant information in multimedia learning, a history of research in instructional redundancy, the conditions of applicability of this principle, and its instructional implications.