Abstract Adding audio to written text may cause redundancy effects, but could be beneficial for students with dyslexia for whom it supports their reading. Studying both learning process and learning outcomes in students with and without dyslexia can shed light on this issue and helps to find out whether there are constraints to the redundancy effect as proposed in the Cognitive Theory of Multimedia Learning. We examined to what extent adding -redundant- audio affects multimedia learning in 42 university students with dyslexia and 44 typically developing students. Participants studied two user-paced multimedia lessons (text-picture, text-audio-picture) with retention and transfer post-tests. An SMI RED-500 eye-tracker captured eye-movements during learning. Regarding process measures, students had longer study times, with more focus on pictures, and more transitions between text and pictures in the text-audio-picture condition. Regarding learning outcomes, negative redundancy effects on transfer knowledge (deep learning), but not on (factual) retention knowledge were found across both groups. When relating learning processes to learning outcomes, longer study time predicted higher transfer knowledge in both groups in the text-audio-picture condition, whereas in the text-picture condition, more study time predicted lower transfer knowledge in typically developing students only. To conclude, adding audio seems to have a negative effect on the quality of knowledge and leads to less efficient learning across the two groups. Reading ability does not impact the universality of the redundancy effect, but students with dyslexia should only use audio support when aiming to learn factual knowledge and should be aware that it increases study time.

中文翻译：

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音频支持对阅读障碍学生多媒体学习过程和结果的影响

摘要 在书面文本中添加音频可能会导致冗余效应，但对于支持阅读的阅读障碍学生来说可能是有益的。研究有和没有阅读障碍的学生的学习过程和学习结果可以阐明这个问题，并有助于找出多媒体学习认知理论中提出的冗余效应是否存在限制。我们研究了在 42 名有阅读障碍的大学生和 44 名正常发育的学生中添加冗余音频对多媒体学习的影响程度。参与者学习了两个用户节奏的多媒体课程（文本图片、文本音频图片），并进行了保留和传输后测试。SMI RED-500 眼动仪捕捉学习过程中的眼动。在过程措施方面，学生的学习时间更长，更注重图片，以及更多文本-音频-图片条件下的文本和图片之间的过渡。关于学习结果，在两组中都发现了对迁移知识（深度学习）的负面冗余影响，但对（事实）保留知识没有影响。当将学习过程与学习结果联系起来时，在文本-音频-图片条件下，较长的学习时间预测两组的迁移知识更高，而在文本-图片条件下，更多的学习时间仅在典型发展学生中预测较低的迁移知识。总而言之，添加音频似乎对知识质量产生负面影响，并导致两个群体的学习效率降低。阅读能力不影响冗余效应的普遍性，