12 Principles of Multimedia Learning
If you are designing a PowerPoint presentation, developing an online course or preparing to flip your classroom, you may need to reconsider how you will get students to engage with the material without the traditional face-to-face interaction. In the book Multimedia Learning (Cambridge Press, 2001), Richard E. Mayer discusses twelve principles that shape the design and organization of multimedia presentations:
1. Coherence Principle – People learn better when extraneous words, pictures and sounds are excluded rather than included.
2. Signaling Principle – People learn better when cues that highlight the organization of the essential material are added.
3. Redundancy Principle – People learn better from graphics and narration than from graphics, narration and on-screen text.
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.
5. Temporal Contiguity Principle – People learn better when corresponding words and pictures are presented simultaneously rather than successively.
6. Segmenting Principle – People learn better from a multimedia lesson is presented in user-paced segments rather than as a continuous unit.
7. Pre-training Principle – People learn better from a multimedia lesson when they know the names and characteristics of the main concepts.
8. Modality Principle – People learn better from graphics and narrations than from animation and on-screen text.
9. Multimedia Principle – People learn better from words and pictures than from words alone.
10. Personalization Principle – People learn better from multimedia lessons when words are in conversational style rather than formal style.
11. Voice Principle – People learn better when the narration in multimedia lessons is spoken in a friendly human voice rather than a machine voice.
12. Image Principle – People do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen.
Interface Design
Readers need a sense of context of their place within an organization
of information. In paper documents this sense of where you are is a
mixture of graphic and editorial organizational cues supplied by the
graphic design of the book, the organization of the text, and the
physical sensation of the book as an object. Electronic documents
provide none of the physical cues we take for granted in assessing
information. When we see a web hypertext link on a page we have few
clues to where we will be led, how much information is at the other end
of the link, and exactly how the linked information relates to the
current page. Even the view of individual web pages is restricted for many users. Most web pages don’t fit completely on a standard office display monitor; there is usually a lower part of the page that the user cannot see. Users of small-screen mobile devices have an even more limited view-port, and a big-picture view of a web page is impossible for screen reader users, who access pages an element at a time. Web pages need to give the user explicit cues to the context and organization of the site because only a small segment of any site is available at one time.
Clear navigation aids
Most user interactions with web pages involve navigating hypertext links between documents. The main interface problem in web sites is the lack of any sense of where you are within the local organization of information. Clear, consistent icons, graphic identity schemes, page titles and headings, and graphic- or text-based overview and summary screens can give users confidence that they can find what they are seeking without wasting time.Users should always be able to return easily to your home page and to other major navigation points in the site. These basic links should be present and in consistent locations on every page. Headers provide basic navigation links and create an identity that tells users they are within the site domain.
In the Digital Web Magazine site, for example, the header appears on every page (fig. 4.11). The header is efficient (offering multiple choices in a small space) and predictable (it is always there, at the top of every page), and it provides a consistent identity throughout the site.
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