In this study we examined principles of multimedia training design within a complex task environment. We anticipated a differential effect for multimedia instructional format (redundant or non-redundant verbal information) on knowledge acquisition. Knowledge acquisition was assessed with increasingly more complex tasks, ranging from simple concept recognition assessment to transfer tasks tapping integrative knowledge. Our results show a significant benefit for redundant instruction on more complex transfer tasks. The discussion centers on the generalizability of multimedia design principles to computer-based training for complex systems.
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