S5 14 Principles of Multimedia Learning (Updated)

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.

  1. Multimedia Principle: People learn better from words and pictures than from words alone.
  2. Modality Principle: People learn better from graphics and narration than from graphics and printed text.
  3. Redundancy Principle: People learn better when the same information is not presented in more than one format.
  4. 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.
  5. Temporal Contiguity Principle: People learn better when corresponding words and pictures are presented simultaneously rather than successively.
  6. Coherence Principle: People learn better when extraneous material is excluded rather than included.
  7. Interactivity Principle: Deeper learning when learners are allowed to control the presentation rate when they are not.
  8. Signaling Principle: People learn better when cues are added that highlight the key information and its organization.
  9. Segmenting Principle: People learn better when a multimedia message is presented in learner-paced segments rather than as a continuous unit.
  10. Pre-training Principle: people learn better from a multimedia message when they know the names and characteristics of the main concepts.
  11. Personalization Principle: People learn better when the words of a multimedia presentation are in conversational style rather than formal style.
  12. 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.
  13. Image Principle: People learn better when on-screen agents display humanlike gestures and movements.
  14. 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.