You are here:

Verbal Redundancy in Multimedia Learning: When Reading Helps Listening


Journal of Educational Psychology Volume 94, Number 1, ISSN 0022-0663


Three studies investigated whether and under what conditions the addition of on-screen text would facilitate the learning of a narrated scientific multimedia explanation. The overall pattern of results can be explained by a dual-processing model of working memory, which has implications for the design of multimedia instruction. (Author)


Moreno, R. & Mayer, R.E. (2002). Verbal Redundancy in Multimedia Learning: When Reading Helps Listening. Journal of Educational Psychology, 94(1), 156. Retrieved December 5, 2021 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact