Two types of redundancy in multimedia learning: a literature review.

Regarding the redundancy effect in multimedia learning environments, more consistency is needed in the theoretical assumptions and investigation of this effect. Current research lacks a comprehensive account of different redundant scenarios in which materials facilitate or inhibit learning and provides little conceptual guidance on how learning processes are affected by different types of redundancy. Theoretical assumptions refer to redundancy as a contentual overlap of information provided by the learning material; in this case, processing duplicated information strains the learners' limited cognitive capacities. Other assumptions refer to the role of processing limitations in working memory channels, including separate processing for visual and verbal information. In this case, an ineffective combination of sources leads to an overload of the limited working memory capacity. This paper reviews empirical research on the redundancy effect (63 studies) and classifies two types of redundancy: (1) content redundancy, and (2) working memory channel redundancy. From an instructional psychology perspective, the analyses reveal four different implementations of redundant scenarios: (1) adding narration to visualizations, (2) adding written text to visualizations, (3) adding written text to narration, and (4) adding written text to narrated visualizations. Regarding the effects of the two redundancy types within these scenarios, analyses indicate positive effects of content redundancy (affected by learners' prior knowledge), negative effects of working memory channel redundancy (regarding visualizations and written text), and positive effects of working memory channel redundancy (regarding narration and written text). Moreover, results point to factors that might moderate the effect of redundancy and illustrate interactions with existing multimedia effects. Overall, this review provides an overview of the state of empirical research and reveals that the consideration of both redundancy types provides further explanations in this field of research.

Different types of redundancy and their effect on learning and cognitive load.

BACKGROUND: What is redundancy? While most studies confirm that redundancy is harmful to learning, there are two theoretical approaches to redundancy. The first understands redundancy as a contentual overlap that puts demand on the limited cognitive capacities of the learner. The second understands redundancy as an ineffective combination of sources leading to an overload of the limited working memory modalities. AIMS: Since these theoretical differences are rarely acknowledged in operation, this study proposes a classification of two distinct types of redundancy to compare these experimentally to investigate their possible main and interaction effects. The first type, content redundancy, is concerned with the contentual overlap of information. The second type, modal redundancy, is concerned with the modalities in which the information is displayed. METHODS: We used these two types of redundancy as factors in a 2 × 2 within-subject design, in which we experimentally compared their effects. SAMPLE: University students (N = 46) learned from specifically designed domain-general material which aimed to observe redundancy effects without interference from confounding variables. RESULTS: The results show that content redundancy increases learning outcomes and decreases cognitive load, while modal redundancy decreases learning outcomes and increases cognitive load. CONCLUSION: On the theoretical level, these findings confirm the usefulness to distinguish content redundancy from modal redundancy. On the practical level, the empirical findings of the different effects of the two types of redundancy provide educators with important insights that can improve the design of multimedia learning materials.

Narrowing down dimensions of e-learning readiness in continuing vocational education - perspectives from the adult learner.

Although e-learning has become an important feature to promote learning experience, still little is known about the readiness of adult learners for e-learning in continuing vocational education. By exploring perceived challenges and benefits, it was our aim to identify dimensions that define e-learning readiness. Therefore, we conducted a study design with qualitative and quantitative components. It consisted of both, semi-structured interviews, as well as an online survey regarding biography, personality, learning behavior, and general attitudes toward e-learning. The continuing vocational education course that we were investigating comes from the field of project management. The learner group was heterogeneous regarding their biographical and occupational background. Our results suggest several dimensions of e-learning readiness which are namely: motivation, learning strategies/regulation, attitudes toward learning, and personality-associated aspects as well as digital literacy. These findings are in line with previous research to only some extent, but reveal the necessity to redefine single dimensions of e-learning readiness to develop an inventory that is generalizable for different adult learner groups. Based on these assumptions a new measure for e-learning readiness needs to be proposed in future research as a next step.

[Educational technologies]. / Educational Technologies.

Even if the term is not a uniform one and is characterized by different disciplines, the use of (mostly computer-supported) devices and media for analyzing, designing and/or supporting teaching and learning processes can be subsumed under Educational Technologies. Educational technologies are very diverse and can be used on the levels of individual or collaborative learning, teaching, and even school organization. Despite efforts to build a technical infrastructure in schools, national educational monitoring indicates that the perceived ease of use of educational technologies has not increased as a result. The articles in this issue also illustrate the diversity of educational technologies. This diversity is accompanied by the fact that the conditions under which the respective technology unfolds the desired benefit are very heterogeneous and generalizable statements on the successful use of educational technologies can only be formulated with difficulty. Nevertheless, research efforts in the field of educational technologies seem to be worthwhile in order to exploit their potential for pedagogical and teaching processes.

University students' profiles of burnout symptoms amid the COVID-19 pandemic in Germany and their relation to concurrent study behavior and experiences.

Burnout symptoms are prevalent among university students. This study examined students' understudied profiles of burnout symptoms and their relation to procrastination, dropout intentions, and study- and life satisfaction. We used cross-sectional data from two online-studies conducted in Germany in April 2020 amid the COVID-19 pandemic (N study1 = 597, N study2 = 857). Latent profile analyses indicated three profiles in both studies: (1) well-functioning, (2) moderately exhausted-inefficacious, and (3) burned-out. Most students belonged to Profiles 1 and 2 with low to moderate burnout symptoms. Students in Profile 3 reported the highest symptoms, most procrastination, strongest dropout intentions, and lowest study- and life satisfaction. The distinct profiles broaden knowledge about intra-individual differences in students' burnout experiences and underpin the need for tailored interventions.

Study satisfaction among university students during the COVID-19 pandemic: Longitudinal development and personal-contextual predictors.

The COVID-19 pandemic challenges the well-being and academic success of many students. Yet, little is known about students' study satisfaction during the COVID-19 pandemic, a multilayered construct which accounts for students' subjective cognitive well-being and academic success. Besides, previous studies on study satisfaction are mostly cross-sectional and hardly consider the distinct subdimensions of this construct. Therefore, our main goal in this study was to shed light on the understudied development of the subdimensions of study satisfaction (i.e., satisfaction with study content, conditions of studying, and coping with study-related stress) in two semesters amid the COVID-19 pandemic. Additionally, we examined how particular personal (i.e., gender, age, GPA, intrinsic motivation, motivational cost, and academic procrastination) and contextual (i.e., loneliness) factors are related to these subdimensions. We conducted two panel studies with convenience and purposeful samples of university students in Germany (N study1 = 837; N study2 = 719). Participants responded online to questions on each of the subdimensions of study satisfaction at the beginning, middle, and end of each semester but responded to measures of personal and contextual factors only at the beginning of each semester. In both studies, manifest growth curve models indicated a decrease in all subdimensions of study satisfaction as the semester progressed. Generally, gender (male) and intrinsic motivation were positive predictors but age (younger students), motivational cost, and loneliness were negative predictors of different subdimensions of study satisfaction - particularly satisfaction with study content. Overall, motivational costs and loneliness were the most consistent predictors of all subdimensions of study satisfaction across both studies. Our findings provide support for the understanding that study satisfaction could diminish in the face of challenging situations such as in this pandemic. The present study also highlights certain personal and contextual factors that relate to study satisfaction and calls for intensive research into the multidimensional construct of study satisfaction.

3D surface and body documentation in forensic medicine: 3-D/CAD Photogrammetry merged with 3D radiological scanning.

A main goal of forensic medicine is to document and to translate medical findings to a language and/or visualization that is readable and understandable for judicial persons and for medical laymen. Therefore, in addition to classical methods, scientific cutting-edge technologies can and should be used. Through the use of the Forensic, 3-D/CAD-supported Photogrammetric method the documentation of so-called "morphologic fingerprints" has been realized. Forensic, 3-D/CAD-supported Photogrammetry creates morphologic data models of the injury and of the suspected injury-causing instrument allowing the evaluation of a match between the injury and the instrument. In addition to the photogrammetric body surface registration, the radiological documentation provided by a volume scan (i.e., spiral, multi-detector CT, or MRI) registers the sub-surface injury, which is not visible to Photogrammetry. The new, combined method of merging Photogrammetry and Radiology data sets creates the potential to perform many kinds of reconstructions and postprocessing of (patterned) injuries in the realm of forensic medical case work. Using this merging method of colored photogrammetric surface and gray-scale radiological internal documentation, a great step towards a new kind of reality-based, high-tech wound documentation and visualization in forensic medicine is made. The combination of the methods of 3D/CAD Photogrammetry and Radiology has the advantage of being observer-independent, non-subjective, non-invasive, digitally storable over years or decades and even transferable over the web for second opinion.

A faster method for 3D/2D medical image registration--a simulation study.

3D/2D patient-to-computed-tomography (CT) registration is a method to determine a transformation that maps two coordinate systems by comparing a projection image rendered from CT to a real projection image. Iterative variation of the CT's position between rendering steps finally leads to exact registration. Applications include exact patient positioning in radiation therapy, calibration of surgical robots, and pose estimation in computer-aided surgery. One of the problems associated with 3D/2D registration is the fact that finding a registration includes solving a minimization problem in six degrees of freedom (dof) in motion. This results in considerable time requirements since for each iteration step at least one volume rendering has to be computed. We show that by choosing an appropriate world coordinate system and by applying a 2D/2D registration method in each iteration step, the number of iterations can be grossly reduced from n6 to n5. Here, n is the number of discrete variations around a given coordinate. Depending on the configuration of the optimization algorithm, this reduces the total number of iterations necessary to at least 1/3 of it's original value. The method was implemented and extensively tested on simulated x-ray images of a tibia, a pelvis and a skull base. When using one projective image and a discrete full parameter space search for solving the optimization problem, average accuracy was found to be 1.0 +/- 0.6(degrees) and 4.1 +/- 1.9 (mm) for a registration in six parameters, and 1.0 +/- 0.7(degrees) and 4.2 +/- 1.6 (mm) when using the 5 + 1 dof method described in this paper. Time requirements were reduced by a factor 3.1. We conclude that this hardware-independent optimization of 3D/2D registration is a step towards increasing the acceptance of this promising method for a wide number of clinical applications.