How does theory support the design of multimedia?

Implementing or creating multimedia – videos, slideshows, diagrams, infographics, podcasts etc. – requires careful planning and consideration of how multimedia resources can support learning.

Multimedia design principles draw on cognitive research and can help guide the development of learning resources that effectively combine multiple modalities. When this is done strategically, it reduces the effort for our brains to process the information which results in better learning.

When designing or incorporating multimedia content, the goal is to reduce extraneous cognitive load in the working memory in order to optimize deeper learning.

Cognitive Load Theory describes three types of cognitive load:

  • Extraneous Load: refers to unnecessary and distracting information
  • Intrinsic Load: refers to the inherent complexity of new material
  • Germane Load: refers to the processing of new information by integrating it with previous learning.

De Jong (2010) highlights three main recommendations when considering each type of cognitive load:

  • avoid non-essential and confusing information (extraneous load),
  • present material that aligns with the prior knowledge of the learner (intrinsic load),
  • stimulate processes that lead to conceptually rich and deep knowledge (germane load)

Cognitive Load Theory says that because short-term memory is limited, learning experiences should be designed to reduce working memory ‘load’ in order to promote schema acquisition.

Heick (n.d.)

How can I effectively design multimedia resources?

The tabs below briefly describe Mayer’s (2009) 12 Principles of Multimedia Learning, with examples included. The principles were designed to provide practical, empirically-based guidance in the use of multimedia for educational purposes. Drawing on Cognitive Load Theory and years of cognitive research, the principles describe how to best develop multimedia resources in order to best support the way our brains function. We encourage you to use these principles as a guide or checklist when developing your multimedia learning resources.

Each principle has been associated with a strategy for managing cognitive load, as well as the practical design goals articulated by Robert Talbert in his research on effective educational videos:

  • Keep it Simple: Focus on one idea at a time.
  • Keep it Short: Keep videos to a length of 5-6 minutes to maximize attention
  • Keep it Real: Model the decision making and problem solving processes of expert learners.

1. Coherence Principle

People learn better when extraneous words, pictures and sounds are excluded rather than included.

Example: Avoid adding additional content that is not directly relevant to the topic.

2. Signaling Principle

People learn better when cues that highlight the organization of the essential material are added.

Example: Use cues such as highlighting, bolding, or icons to help focus learners’ attention.

3. Redundancy Principle

People learn better from graphics and narration than from graphics, narration and on-screen text.

Example: If graphics and narration are present, adding words may increase cognitive load.

4. Spatial Contiguity Principle

People learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.

Example: Ensure that images and relevant text such as captions or descriptions are located physically close together on the screen.

5. Temporal Contiguity Principle

People learn better when corresponding words and pictures are presented simultaneously rather than successively.

Example: Ensure that visuals and audio occur at the same time.

6. Segmenting Principle

People learn better from a multimedia lesson when it is presented in user-paced segments rather than as a continuous unit.

Example: Break multimedia lessons into small chunks and provide opportunities for users to stop, reflect, address questions and resume when ready. Research supports that videos are most effective when kept to 5-6 minutes in length.

7. Pre-Training Principle

People learn better from a multimedia lesson when they know the names and characteristics of the main concepts.

Example: Introduce key terms and definitions to learners before introducing the main theory or concept

8. Modality Principle

People learn better from graphics and narrations than from animation and on-screen text.

Example: Narration is preferable to written text when graphics or graphic animations are used.

9. Multimedia Principle

People learn better from words and pictures than from words alone.

Example: Use images in combination with text when visuals can be used to enhance or clarify information.

10. Personalization Principle

People learn better from multimedia lessons when words are in conversational style rather than formal style.

Example: Use the first person when narrating video. Avoid sounding overly academic when possible and reading too closely from a script.

11. Voice Principle

People learn better when the narration in multimedia lessons is spoken in a friendly human voice rather than a machine voice.

Example: Use your own voice whenever possible to create a connection with your learners.

12. Image Principle

People do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen.

Example: “Talking head” videos may not necessarily increase learning, but can add a personal touch.

Adapted from University of British Columbia. Documentation: Design Principles for Multimedia. https://wiki.ubc.ca/Documentation:Design_Principles_for_Multimedia under CC BY-SA 4.0.
Image credits: DeBell, Andrew. (2019, December 11). How to use Mayer’s 12 Principles of Multimedia [Examples Included]. Retrieved from https://waterbearlearning.com/mayers-principles-multimedia-learning/. Used with permission.

References

De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 38, 105-134.

Heick, Terry. Cognitive load theory: A definition. teachthought. https://www.teachthought.com/learning/cognitive-load-theory/.

Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York, NY, US: Cambridge University Press.

Talbert, R. (2014). Making Screencasts: The pedagogical framework. Retrieved from: http://vimeo.com/110373539