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Using multimedia for e‐learning
Author(s) -
Mayer R.E.
Publication year - 2017
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/jcal.12197
Subject(s) - contiguity , multimedia , computer science , graphics , personalization , cognition , instructional design , computer assisted instruction , generative grammar , redundancy (engineering) , artificial intelligence , psychology , world wide web , computer graphics (images) , neuroscience , operating system
This paper reviews 12 research‐based principles for how to design computer‐based multimedia instructional materials to promote academic learning, starting with the multimedia principle (yielding a median effect size of d = 1.67 based on five experimental comparisons), which holds that people learn better from computer‐based instruction containing words and graphics rather than words alone. Principles aimed at reducing extraneous processing (i.e., cognitive processing that is unrelated to the instructional objective) include coherence ( d = 0.70), signalling ( d = 0.46), redundancy ( d = 0.87), spatial contiguity ( d = 0.79) and temporal contiguity ( d = 1.30). Principles for managing essential processing (i.e., mentally representing the essential material) include segmenting ( d = 0.70), pre‐training ( d = 0.46) and modality ( d = 0.72). Principles for fostering generative processing (i.e., cognitive processing aimed at making sense of the material) include personalization ( d = 0.79), voice ( d = 0.74) and embodiment ( d = 0.36). Some principles have boundary conditions, such as being stronger for low‐ rather than high‐knowledge learners.