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Research-Based Principles for Designing Multimedia …
Research-Based Principles for Designing
Multimedia Instruction
The Coherence Principle
People learn more deeply from a multimedia message when extraneous material is excluded rather than
included.
The Redundancy Principle
The Personalization Principle
People learn more deeply when the words in a multimedia presentation are in conversational style
rather than formal style.
The Embodiment Principle
People learn more deeply when onscreen agents display human-like gesturing, movement, eye contact,
and facial expression.
People learn more deeply from graphics and narration than from graphics, narration, and on-screen text.
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 Signaling Principle
The Voice Principle
People learn more deeply when the words in a multimedia message are spoken in a human voice rather
than in a machine voice.
The Image Principle
People do not necessarily learn more deeply from a multimedia presentation when the speaker's image
is on the screen rather than not on the screen
People learn more deeply from a multimedia message when cues are added that highlight the
organization of the essential material.
The Spatial Contiguity Principle
People learn more deeply from a multimedia message when corresponding printed words and graphics
are presented near rather than far from each other on the page or screen.
The Temporal Contiguity Principle
People learn more deeply from a multimedia message when corresponding graphics and narration are
presented simultaneously rather than successively
The Segmenting Principle
People learn more deeply when a multimedia message is presented in learner-paced segments rather
than as a continuous unit
The Pre-training Principle
People learn more deeply from a multimedia message when they have learned the names and
characteristics of the main concepts.
The Modality Principle
People learn more deeply from a multimedia message when the words are spoken rather than printed.
The rationale is that the modality principle allows learners to off-load some of the processing in the
visual channel