 Media > Principles of Multimedia
Principles of Multimedia
The "principles of multimedia learning" advocated by Richard Mayer & Ruth Clark are explained in detail in the following sources:
- Clark, Ruth (1999). Developing Technical Training: A Structured Approach for Developing Classroom and Computer-based Instructional Materials. ISPI
- Richard Mayer (2001). Multi-Media Learning. Cambridge University Press
- Clark, Ruth and Richard Mayer (2002). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. Jossey-Bass Pfeiffer
- Clark, Ruth and Chopeta Lyons (2004). Graphics for Learning: Proven Guidelines for Planning, Designing and Evaluating Visuals in Training Materials. Jossey-Bass Pfeiffer
Multimedia Principles Affect on Learning
Based primarily on Mayer's research (2001), Clark and Mayer (2003) provide the following overview of multimedia principles and their effect on learning:
Multimedia Principles |
Effect on Learning |
Multimedia
 best use of words & pictures
|
Adding graphics to words can improve learning. Students learn better from words and pictures, rather than from words alone. |
Spatial Contiguity
best placement of words & pictures
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Placing text near graphics improves learning. Students learn better when corresponding words and pictures are presented near rather than far from each other. |
Temporal Contiguity
best sequencing of words & pictures |
Students learn better when corresponding words and pictures are presented simultaneously rather than successively. |
Coherence
"less is more" |
Using gratuitous visuals, text, and sounds can hurt learning. Students learn better when extraneous words, pictures and sounds are excluded rather than included. Less is more: eye or ear "candy" can distract and actually hurt instruction by causing cognitive overload.
 Visual: Student learning is hurt when interesting but irrelevant words and pictures are added to a multimedia presentation.
Sound: Student learning is hurt when interesting but irrelevant sounds and music are added to a multimedia presentation.
Words: Student learning is improved when unneeded words are eliminated from a multimedia presentation. |
Modality
best use of visual and auditory channels |
Explaining graphics with audio improves learning. Students learn better from animation and narration, than from animation and on-screen text. |
Redundancy
best use of text and audio |
Explaining graphics with audio and redundant text can hurt learning. Avoid reading on-screen text. Students learn better from animation and narration, than from animation, narration, and on-screen text. |
Individual Differences
best use of prior knowledge |
Design effects are stronger for low-knowledge learners than for high-knowledge learners and for high-spatial learner than than for low-spatial learners. These learners are equipped to use cognitive strategy to work around cognitive overload, distraction, or other effects of poor design. |
Practice
best interactions for learning |
Frequent, distributed, problem-solving, job-context practice improves learning and transfer. |
Learner Control vs.
Program Control
best navigation scheme |
Most students learn more under program control. Adult learners require a sense of control to be able to establish a self-paced learning process. |
Personalization
engaging the learner |
Use of conversational tone and pedagogical agents can increase learning |
Content Presentation & Use of Graphics
Ruth Clark has emphasized that graphic technique can be used to specifically support learning of different types of content presentation.
Content Type |
Graphic Support |
Examples |
Fact
|
Realistic illustrations of specific forms, screens, and equipment |
Illustration of a software screen |
Concept
|
Realistic illustrations of multiple examples of a concept |
Pictures of excellent web pages to illustrate the concept of what makes an effective web page |
Process |
Animated diagrams illustrating stages of process |
Activities in a computer network |
| Procedure |
Video or animated demonstrations of near-transfer task being performed |
Animation of how to use a software application |
| Principle |
Video or diagrams of far-transfer tasks being performed |
Video of effective sales closing techniques |
Clark and Mayer (2003) offer the following recommendations for graphic support:
Knowledge Structures & Graphic Support |
Type of Cognitive Structure |
Description |
Graphic
Representation |
Example |
Process |
Explain a cause-and-effect chain |
Flow chart |
Explanation of how the human ear works |
Comparison |
Compare and contrast two or more elements along several dimensions |
Matrix |
Comparison of two theories of learning with respect to nature of the learner, teacher, and instructional methods |
Generalization |
Describe main idea and supporting details |
Branching tree |
Presentation of thesis for the major causes of the American Civil War along with evidence |
Enumeration |
Present a list of items |
List |
List of the names of seven principles of multimedia design |
Classification |
Analyze a domain into sets and subsets |
Hierarchy |
Description of a biological classification system for sea animals |
Use of Text & Graphics
General Multimedia Design Principles
for Text and Illustrations
|
Concentrated |
The key ideas are highlighted in the illustrations and in the text |
Concise |
Extraneous descriptions are minimized in the text and extraneous visual features are minimized in the illustrations |
Correspondent |
Corresponding illustrations and text segments are presented near each other on the page |
Concrete |
The text and illustrations are presented in ways that allow for easy visualization |
Coherent |
The presented material has a clear structure (e.g., a cause-and-effect chain) |
Comprehensible |
The text and illustrations are presented in ways that are familiar and allow the learner to apply relevant past experience |
Codable |
Key terms used in the text and key features of the illustration are used consistently and in ways that make them more memorable |
User Interface Design: Layout, Navigation, Usability
Print & Graphics Production
PowerPoint Production
Flash MX Production
Audio & Video Production
CD ROM/DVD Production
Internet/Intranet Site Production
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Principles of Multimedia
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