Impact de la redondance verbale et du contrôle du document pendant l'apprentissage multimédia

We analyzed the effects of redundancy arising from the duplication of spoken information in writing during the learning of a multimedia document, and sought to determine whether these effects persist when students can control the pace of presentation. In line with our hypotheses, results showed that verbal redundancy resulted in poorer performances. However, this effect was limited to the quality of diagram completion and did not show up either in a recall task or in a transfer task. The students who were able to peruse the document at their own pace spent far longer processing it, especially in the verbal redundancy condition, but there was no attendant improvement in learning. Contrary to our hypotheses, the negative impact of redundancy on diagram completion did not disappear in the pacing condition. We discuss these results in terms of strategies for compensating for the processing difficulties that arise from having to divide attention between multiple visual sources in a redundancy condition.