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| Principle | Description |
|---|---|
| Segmenting | Allow the learner to control the pace of multimedia presentations. Bad Example: The presentation is delivered as an 11-minute video.
Good Example: The presentation is delivered as a series of 1- to 2-minute videos.
|
| Pretraining | Provide an opportunity for learners to learn basic, prerequisite content before launching a more complex multimedia presentation. Bad Example: The learner is launched immediately into a video demonstration using unfamiliar vocabulary.
Good Example: The learner reviews unfamiliar vocabulary before launching the video demonstration.
|
| Modality | When possible, use graphics with spoken text rather than graphics with written text. This principle may not apply to learners with higher levels of expertise in a given subject area2. Bad Example: The learner's attention is split between the graphics and text.
Good Example: The learner processes visuals and audio independently, resulting in higher cognitive capacity.
|
3. Build Meaning
Help learners build After you've reduced noise and clarified complexities, learners can concentrate on building their own meaning of the content. These principles will help you promote sense-making.
| Principle | Description |
|---|---|
| Multimedia | Present words and pictures rather than words alone. Bad Example: On-screen text is presented without any visual representation.
Good Example: A corresponding visual representation is presented alongside the on-screen text. As a result, the learner builds connections between the verbal and visual representations.
|
| Personalization | Use a conversational tone rather than a formal tone. Bad Example: The narrator uses formal, passive language.
Good Example: The narrator uses more conversational, direct language, and is perceived as a conversational partner. The learner works harder to understand what their "partner" is saying.
|
- Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769.
- Kalyuga, Slava (2003). The expertise reversal effect. Educational Psychologist, 38(1), 23-31.