Using multimedia for e‐learning

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. Lay Description Coherence principle: Eliminate extraneous material. Signaling principle: Highlight essential material. Redundancy principle: Do not add on‐screen text to narrated graphics. Spatial contiguity principle: Please printed words next to corresponding graphics. Temporal contiguity: Present narration simultaneously with corresponding graphics. Segmenting principle: Break lesson into to self‐paced parts. Pre‐training principle: Provide pre‐training in key terms. Modality principle: Use spoken text rather than printed text with graphics. Personalization principle: Use conversational language. Voice principle: Use appealing human voice. Embodiment: Show on‐screen agents that use human‐like gestures.