Richard Mayer
The number of principles has increased a little over the years, but they are still practical, common-sense guidelines for designing effective training.
The big win for designers is having research-based evidence to guide and support the decisions you make in course development.
- Multimedia Principle: People learn better from words and pictures than from words alone.
- Modality Principle: People learn better from graphics and narration than from graphics and printed text.
- Redundancy Principle: People learn better when the same information is not presented in more than one format.
- Spatial Contiguity Principle: People learn better when corresponding words and pictures are presented near rather than far from each other on the screen or page or in time.
- Temporal Contiguity Principle: People learn better when corresponding words and pictures are presented simultaneously rather than successively.
- Coherence Principle: People learn better when extraneous material is excluded rather than included.
- Interactivity Principle: Deeper learning when learners are allowed to control the presentation rate when they are not.
- Signaling Principle: People learn better when cues are added that highlight the key information and its organization.
- Segmenting Principle: People learn better when a multimedia message is presented in learner-paced segments rather than as a continuous unit.
- Pre-training Principle: people learn better from a multimedia message when they know the names and characteristics of the main concepts.
- Personalization Principle: People learn better when the words of a multimedia presentation are in conversational style rather than formal style.
- Voice Principle: People learn better when the words are spoken in a standard-accented human voice rather than a machine voice or foreign-accented human voice.
- Image Principle: People learn better when on-screen agents display humanlike gestures and movements.
- Individual differences Principle: 1) Design effects are stronger for low-knowledge learners than for high-knowledge learners. 2) Design effects are stronger for high-spatial learners than for low-spatial learners.
GROUP WORK
Make a summary of the main ideas of the video.