the effect of redundant text in mobile application instructions

Open Access
Jia, Lu
Graduate Program:
Industrial Engineering
Master of Science
Document Type:
Master Thesis
Date of Defense:
Committee Members:
  • Ling Rothrock, Thesis Advisor
  • Cognitive load
  • mobile application
  • multi-media learning
The development of multi-media technologies opens the door to the new applications of cognitive load theory. Many researchers leveraged multi-media learning theory to expand the research space of learning and instruction design. At the same time, the rapid developing mobile application industry suffers from the lack of supportive instructions. The ignorance of supportive instruction has caused an immense need for research to explore better solutions for mobile application instruction design. The purpose of this study was to investigate the effect of redundant text in mobile application instructions. Learning materials consisting of interface snapshots, narrations and redundant texts were presented to 40 student participants. A 2*2 factorial experiment was designed and conducted with two factors: text type and text location. The results of the experiment showed that the main effect of text location was significant for instruction load. Participants reported higher instruction load while viewing integrated text instructions (M= 4.35, SD= 0.171) than viewing separated text instructions (M= 3.4, SD= 0.219), F= 11.57, p = 0.001. In addition, text location was also a significant factor for efficiency. Separated text (M= 0.276, SD= 0.169) caused higher efficiency than integrated text (M= -0.2764, SD= 0.167) did, F= 5.41, p = 0.022. There was no significant difference between key words- based text and all at once-based text.