Principles for Multimedia Instruction
The Coherence Principle
The Spatial Contiguity Principle
The signaling principle
The Redundancy Principle
The rationale for the coherence principle is that people may need essential material better if we remove superfluous material that can distract them
People learn more deeply from a multimedia message when clues are added that highlight the organization of essential material.
People learn more deeply from graphics and narration than from graphics, narration and on-screen text.
People learn more deeply from a multimedia message when corresponding printed words and graphics
The Embodiment Principle
People learn more deeply when onscreen agents display human-like gesturing, movement, eye contact, and facial expression. Human-like action is intended to create a sense of social presence with the instructor.
The Image Principle
The Temporal Contiguity 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.
The Pre-training Principle
The Segmenting Principle
The Voice Principle
People learn more deeply from a multimedia message when corresponding graphics and narration.
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 Personalization Principle
The Modality Principle
People learn more deeply from a multimedia message when the words are spoken rather than printed.
People learn more deeply when the words in a multimedia presentation are in conversational style rather than formal style.
People learn more deeply when the words in a multimedia message are spoken in a human voice rather than in a machine voice.