多媒體教材盛行於現今教學場域，尤其以動態影像為教材者為盛。多媒體教材中經常具備三種表徵：語音、圖像與文字。有鑑於文字與旁白經常互為冗餘，過往研究多建議消弭文字表徵以降低學習者的認知負荷，避免冗餘效應產生。文字表徵的形式多元，不同形式的文字表徵可能會影響冗餘效應的發生與否；此外，由於動態影像帶來的語音瞬逝效應使學習者不易整合教材內容，添加文字表徵可能可降低瞬逝效應帶來的負面影響。是以，本研究的目的之一即在探討動畫教材中常見的兩種文字表徵形式（字幕以及指示性標籤）在搭配語音旁白同時出現時對冗餘效應是否會產生不同的影響。另外，學習者的先備知識程度亦是影響教材設計效果的重要變項，為更深入了解冗餘效應發生之條件，本研究將探討不同文字表徵形式（有無字幕、有無指示性標籤）對於不同先備知識程度（高、低）之學習者的影響。
本研究使用搭配旁白之動畫教材，主要操弄的變項為字幕的有無和指示性標籤的有無。206名高中一年級學生被隨機分派至字幕與指示性標籤不同組合的四個組別：兼具字幕與指示性標籤組、僅有字幕組、僅有指示性標籤組、無字幕與指示性標籤組，並測量其學習成就表現與認知負荷。在資料分析階段，本研究依照先備知識測驗表現進一步將參與者區分為高先備知識者與低先備知識者，並進行三因子變異數分析。分析結果指出，字幕、指示性標籤與先備知識程度在學習表現上具有顯著的三因子交互作用，且部分支持本研究假設：無論教材中有無指示性標籤，添加字幕皆未降低高先備知識者的學習表現，顯示高先備者並未受到冗餘效應的影響；而對於低先備知識者而言，兼具字幕、指示性標籤教材組別的學習者表現顯著低於僅含有任一種視覺文字表徵（字幕或是指示性標籤）的組別，顯示冗餘效應僅發生在複雜程度較高的教材中。根據上述結果，本研究建議教學者應考量文字表徵不同格式之組合與學習者先備知識程度作為動態多媒體教材設計之指引。

Multimedia teaching materials are prevalent in today's educational settings, especially in the form of dynamic images. There are three common representations in multimedia materials: narration, image and text. Since text and narration are often redundant with each other, previous studies have often suggested eliminating text representations to reduce the cognitive load of learners and avoid redundancy effect. However, there are multiple forms of text representations, and different forms of text representations may affect the occurrence of redundancy effects. Furthermore, due to transient effect of narration caused by dynamic images, it is difficult for learners to integrate the content of materials, thus adding text representations may reduce the negative impact of the transient effect. In conclusion, one of the purposes of this study is to explore whether subtitles and labels, two common types of text representation in animation, have different effects on the redundancy effect when they are accompanied by narration. In addition, this study considers learners’ prior knowledge as a key variable that affects the effectiveness of teaching materials. To understand the conditions for the occurrence of redundancy effect, the current study explores the effects of different text representations (with or without subtitles, and with or without labels) on learners with different levels (high or low) of prior knowledge.
This study uses animation with narration as the teaching material, and the main variables are the presence or absence of subtitles and labels. 206 first-year high school students were randomly assigned to four groups with different combinations of subtitles and labels: subtitles and labels, subtitles only, labels only, and no visual text. Then the participants’ learning performance and cognitive load are measured. In the data analysis phase, this study further categorized the participants into those with high prior knowledge and those with low prior knowledge based on their performances in the prior knowledge test, and conducted a three‑way analysis of variance. The results indicate that there was a significant interaction between subtitles, labels, and prior knowledge in terms of learning performance. This partially supports the hypothesis that the addition of subtitles would not negatively influence the performance of high prior knowledge learners regardless of the presence or absence of labels, in other words, high prior knowledge learners are not affected by redundancy effects. As for learners with low prior knowledge, redundancy effects occurred only in the group with both subtitles and labels (i.e. materials with higher level of complexity), as low prior knowledge learners in this group performed significantly worse than those in the groups with only one text representation (subtitles or labels). Based on the findings above, this study suggests that instructors should cautiously choose the forms of text representation and consider learners’ prior knowledge as guidelines for the design of dynamic multimedia materials.

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