When Is Audio Narration Helpful?

When is audio narration helpful? When should you include voice-over in elearning? This is an update of a post originally based on a discussion from several years ago on eLearning Heroes. In that original discussion, Judith Reymond asked about the research on when or whether audio narration is helpful to adult learners.

The modality principle

In Clark and Mayer’s eLearning and the Science of Instruction, they say that the research generally supports using narration with on-screen visuals. Adult learners retain more from a narration plus visuals approach than from reading on-screen text. They call this the “modality principle.”

The redundancy principle (plus some exceptions)

Generally speaking, when you provide narration, you shouldn’t also display that same text on the screen. This is called the “redundancy principle.”

Clark and Mayer note some exceptions when text should be shown on screen (pp. 87-88, 107-108 in the 1st ed):

Complex Text: Complex text like mathematical formulas may need to be both on-screen and in narration to aid memory. I also use on-screen text if the language has to be memorized word for word, such as specific screening questions in health care.
Keywords: Keywords highlighting steps in a process or technical terms.
Directions: Directions for practice exercises. “Use onscreen text without narration to present information that needs to be referenced over time, such as directions to complete a practice exercise.”
No Graphics: When there are no graphics or limited graphics on the screen.
Language Difficulties: When the audience has language difficulties. I have occasionally used redundant on-screen text for an audience with very low literacy and a high percentage of learners with English as a second language. However, most of the time, it’s probably more helpful to provide a transcript and closed captions so people who don’t need it can ignore or turn off the text.

Applying the research

In practical terms, I’ve found that if every page has narration and you suddenly have no narration for a practice exercise, some learners think something’s broken on the page. I generally have the narrator say something short to introduce the practice exercise, but I leave the directions as on-screen text.

However, it’s also tiring to listen to a voice. I usually don’t provide audio feedback on practice activities to give people a break. I’ll sometimes provide other kinds of interaction or content delivery to provide a break from the audio (tabs or “click to reveal” text).

Flexibility in applying the modality and redundancy principles

In the book, Clark and Mayer say this:

“Does the modality principle mean you should never use printed text? Of course not. We do not intend for you to use our recommendations as unbending rules that must be rigidly applied in all situations. Instead, we encourage you to apply our principles in ways that are consistent with the way that the human mind works—that is, consistent with the cognitive theory of multimedia learning rather than the information delivery theory.”

-Clark and Mayer

The principle of avoiding redundant on-screen text is sometimes treated as sacrosanct. I’ve seen some big names in the field practically yell that this is a firm rule that should never be broken. In real life, it’s not as clear cut, as even Clark and Mayer acknowledge. There’s plenty of redundant on-screen text that has no business being there. You should be thoughtful and intentional if you’re going to provide on-screen text. Generally, it shouldn’t be there, and you need a real reason to break the redundancy principle.

Writing voice over scripts

One aspect of narration that is often overlooked is writing good voice over scripts. Check out my resources and tips for voice over scripts to learn how to make your writing sound more conversational and avoid voice over script pitfalls, whether you use real voice actors or AI-generated audio narration.

Originally published 10/13/2015. Updated 12/28/2023.

When Is Audio Narration Helpful?

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