Editing Redundancy Principle (section)

== '''Evidence''' ==
Many studies have highlighted the negative effects of redundancy on meaningful learning outcomes <ref name=":0" />, attributing the learning detriment to split attention  effects that increase students' extraneous cognitive processing<ref name=":0" /> or extraneous cognitive load<ref name=":2" />. In one such study, Austin<ref name=":3">Austin, K.A. (2009). Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules. ''Computers and Education, 53,'' 1339-1354.</ref> conducted four experiments in which she presented university students with learning modules about lightning formation that included either animation and narration, or animation, narration, and corresponding on-screen text. In all four experiments, students in the latter condition, presented with lightning modules that featured redundant narration and text, performed worse than students in the non-redundant condition on tests of learning transfer. In fact, this redundancy effect persisted even when accounting for individual cognitive differences and the varying positioning of on-screen text<ref name=":3" />.