Is it not too redundant? When signaling overlap reduces extraneous load and enhances retention in a software video...

The redundancy effect in Cognitive Load Theory posits that presenting overlapping information across multiple channels (e.g., duplicate auditory and visual content) can impede learning by increasing extraneous cognitive load and hindering mental model integration. In this study, we tested a boundary condition for this effect in the context of software video tutorials, in which redundant information takes the form of spatially integrated signaling with task-relevant interface elements. Specifically, we examined whether the contentual redundancy effect persists as of visual signaling increases in a complex software training context, or whether such signal redundancy instead supports learning. Using a between-subjects design, we systematically increased the amount of visual signaling in a Photoshop tutorial video across five groups. All groups received identical auditory guidance but differed in the amount of visual signaling provided. Linear contrast analyses showed that higher visual signaling was associated with higher retention and transfer performance, as well as reduced extraneous load. Interestingly, higher amounts of signaling increased germane cognitive load and the mental effort invested. These results indicate that, in complex software tutorials, content redundancy introduced through spatially integrated signaling does not hinder learning; instead, it can reduce extraneous load and foster germane processing.