Overview of Multimedia Instruction

1- Extraneous

The Signaling Principle

The Redundancy Principle

The Coherence Principle

The Spatial Contiguity Principle

The Temporal Contiguity Principle

The rationale for the coherence principle is that people are better able to focus on the
essential material if we eliminate extraneous material that could distract them.

The rationale for the signaling principle is that people will learn more efficiently if the lesson is designed to call their attention to the important material in the lesson
and how it is organized.

The rationale is that with redundant presentations people may waste precious processing capacity by trying to reconcile the two verbal streams of information or may focus on the printed words rather than the relevant portions of the graphics

The rationale is that spatial contiguity helps learners build connections between corresponding words and graphics.

The rationale is that temporal contiguity helps earners build connections between corresponding words and graphics.

2- Essential

The Pre-training Principle

The Modality Principle

The Segmenting Principle

The rationale is that segmenting allows people to fully process one step in the process before having to move onto the next one.

The rationale is that pre-training allows students to focus on the causal connections in the multimedia explanation because they already know the names and characteristics of the key elements.

The rationale is that the modality principle allows learners to off-load some of the processing in the visual channel (i.e., the printed captions) onto the verbal channel, thereby freeing more capacity in the visual channel for processing the animation.

3- Generative

The Embodiment Principle

The Voice Principle

The Personalization Principle

The Image Principle

The rationale for this technique is that conversational style can prime a sense of social presence in the learner, which causes the learner to try harder to make sense of what the instructor is saying by engaging in appropriate cognitive processing during learning, leading to learningoutcomes that are better able to support problem-solving transfer.

Human voice is intended to prime a sense of social presence in learners.

Human-like action is intended to create a sense of social presence with the instructor.

Having a static image may cause distraction that detracts
from any social benefits.