Editing Redundancy Principle (section)

== '''Overview''' ==
The redundancy principle, outlined in Mayer’s Cognitive Theory of Multimedia Learning, states that learners achieve better outcomes when narration and images are presented together as opposed to narration, images, and on-screen text <ref name=":0">Mayer, R. E., & Fiorella, L. (2014). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (2nd ed., pp. 279–315). Cambridge: Cambridge University Press.</ref>. According to Mayer<ref name=":1">Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (2nd ed., pp. 43–71). Cambridge: Cambridge University Press.</ref>, this principle aligns with the assumption that learners possess dual auditory and visual channels to process verbal and non-verbal information. Redundant printed text, when paired with spoken words and graphics, may induce unnecessary extraneous cognitive processing in learners as they split their attention between various visual stimuli<ref name=":1" />. Similarly, according to cognitive load theory, since learners only possess limited cognitive capacity, redundant information may increase learners’ extraneous cognitive load.<ref name=":2">Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. ''Educational Psychology Review, 10''(3), 251–296.</ref> In other words, as learners attempt to make sense of redundant information, their abilities to engage in essential and generative processing<ref name=":1" /> to meaningfully grasp learning content may be negatively impacted.