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Verbal Redundancy in Multimedia Learning: When Reading Helps Listening
ARTICLE

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

Abstract

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)

Citation

Moreno, R. & Mayer, R.E. (2002). Verbal Redundancy in Multimedia Learning: When Reading Helps Listening. Journal of Educational Psychology, 94(1), 156. Retrieved October 27, 2021 from .

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