The modality and redundancy principles are two fundamental principles used to inform the design of multimedia instruction. They are based on a variety of experimental studies that utilized different types of multimedia lessons to compare input modes of graphics+audio, graphics+text, and graphics+audio+text with each other. However, a lack of control of multimedia lessons in previous studies creates a threat to validity because a single case scenario without following certain principles is not sufficient to represent a construct. Therefore, this study addressed this inherent validity threat and reinvestigated the applicability of the modality and redundancy principles when students learned during a controlled multimedia lesson. In this study the multimedia lesson was developed to follow a series of multimedia learning principles. These principles ensured that the lesson was representative of different types of multimedia lessons. Additionally, they ensured that the multimedia lesson was conducive to learning, since those that were not helpful would not be utilized for instruction in the first place. Eighty-six students in a research university in the US took a prior knowledge survey. They were then randomly assigned to the three input mode conditions and watched the multimedia lesson about the formation of lightning. Subsequent retention and transfer tests revealed that there were no statistically significant differences among the three input mode conditions. Therefore, both the redundancy and modality effects disappeared. This study provided an updated understanding of the applicability of the two important principles for multimedia instruction. Limitations and implications were discussed.

模态和冗余原则是用于通知多媒体教学设计的两个基本原则。它们基于各种实验研究，利用不同类型的多媒体课程来比较图形+音频、图形+文本和图形+音频+文本的输入模式。然而，在以前的研究中缺乏对多媒体课程的控制会对有效性造成威胁，因为没有遵循某些原则的单个案例场景不足以代表一个结构。因此，本研究解决了这种固有的有效性威胁，并重新调查了当学生在受控多媒体课程中学习时模态和冗余原则的适用性。在这项研究中，多媒体课程的开发遵循了一系列多媒体学习原则。这些原则确保课程能够代表不同类型的多媒体课程。此外，他们确保多媒体课程有利于学习，因为那些没有帮助的课程一开始就不会被用于教学。美国一所研究型大学的 86 名学生进行了先验知识调查。然后他们被随机分配到三种输入模式条件下，并观看了有关闪电形成的多媒体课程。随后的保留和转移测试表明，三种输入模式条件之间没有统计学上的显着差异。因此，冗余和模态效应都消失了。这项研究提供了对多媒体教学的两个重要原则的适用性的最新理解。