The effects of time-compressed instruction and redundancy on learning and learners’ perceptions of cognitive load

Virtual Brief Paper ID: 35484
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    Ray Pastore
    University of North Carolina Wilmington

Abstract: The purpose of this study was to examine the effects of time-compressed instruction and redundancy on knowledge based post-tests. The present study revealed that compressing audio up to 25% maintained learner comprehension of complex knowledge. The redundancy principle was shown to hold for speech that was time-compressed. Additionally, participants perceptions of cognitive load did not differ at 0% and 25% compression yet were significantly increased at 50% compression.

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