The Influence Of Interactive Modes On Redundance Effect And The Analysis Of Reasons

With the development and progress of modern multimedia technology, multimedia learningmaterials, making great progress both in information presenting and characterization capabilities, havegenerally used as aids in education and teaching. Previous studies，based on non-interactive learningenvironments, founded the dual-channel presenting for multimedia learning materials was the basic andeffective organization. This generally leaded to the underestimating the signification of redundancyeffect and onscreen text, ignoring the interaction between the learner and learning materials for learning.Meanwhile, the advances in human-computer interaction technology encourage people to examine andconcentrate attention on the role and significance of interactive modes for multimedia learning, thedemand for the development of interactive multimedia learning materials expanded rapidly. Therefore,based on the drawbacks of previous researches and new challenges of technology development,we willdesigned a3(interactive modes)×2(presentation modes) of the experimental groups to explore theinfluence of different interactive modes between learners and learning materials presented forredundance effect(redundant rendering) to verify the effectivity and role of redundancy mode andonscreen text,with possible reason analysis,in Eye Movements Environment.After analyzing anddiscussing for the learning performance and learners’ self-report，we found:(1) Interactive modes and Presenting modes of multimedia learning materials affected learningperformance differently.(2) Interactive modes and Presenting modes of multimedia learning materials affected cognitive processing in Gazing Time and Fixation times.(3) Different interactive modes affect the function of presenting modes and Redundance Effect.(4)The redundancy effect results from the the mental efforts that learners try to integrate visualmaterials(pictures and onscreen text),not leave behind any learning materials, accompanying learners’learning habits and the mental load from non-interactive mode.(5) Low-interactive mode made match between learning cognitive processing speed and materialspresenting speed, and allowed onscreen text to play role in multi-dimensional characterization andeasiness to maintain in memory advantages, so it is more conducive to the learners’ knowledgeintegration of psychological. In addition, learners’ reading habits hindered the occurrence ofredundance effect, and supported redundancy presenting mode to be more effective than thedual-channel presenting, which was called the redundant effect reversed.According to experimental results, we summarize some guidelines for multimedia learningmaterials and the issues that need attention.