Principles of Multimedia Design

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Chapter 11: Principles of Multimedia Design
Mayer, R. E. (2001). Multimedia learning. Cambridge, UK: Cambridge University Press.
Keywords: Mayer, design principles, multimedia learning, transfer, retention

This chapter is a holistic approach of the seven principles of Multimedia Design that are described in former chapters of the book. Also some questions about multimedia and multimedia learning are raised.
Useful quotes

• I tested the predicted design effects in a large series of experimental studies, involving measures of both transfer and retention. P184
• For each of the seven design principles (…) there are tow pieces of empirical evidence – a retention effect in which I compare retention-test performance of two treatment groups and a transfer retention-test performance of two treatment groups. P184

Summary of the seven design principles (Cf. Figure 11.1 P184)

1. Multimedia principle. words and pictures
2. Spatial Contiguity principle. Near words and pictures
3. Temporal contiguity principle. Simultaneous words and pictures
4. Coherence principle. Exclusion of extraneous words and pictures
5. Modality principle. Animation and narration better than animation and written text.
6. Redundancy principle. Just animation and narration (and not animation, narration and on screen text)
7. Individual Differences principle. Low knowledge learner vs. high knowledge learners and high spatial learners Vs. low spatial learners.

• Multimedia messages result in better transfer performance when the verbal material is presented in a conversational style. P188
• Multimedia messages result in better transfer performance when learners are able to control the pace of presentation (…) Results from our first study show that students who were able to control the presentation space (…) performed better on transfer tests than did students who received the entire presentation as a continuous unit. That is because students can avoid overloading their working memory when they control the presentation rate. Cf. P188

• (How does multimedia work?)Our results are most consistent with a cognitive theory of multimedia learning which is based on three assumptions – that people separate visual and auditory channels; that the channels are limited in capacity; and that meaningful learning involves actively selecting organizing and integrating incoming visual and auditory information. P189
• Five features make an effective Multimedia Presentation (Concise Narrated Animation) (Cf. Figure 11.4 P.192)

1. Multimedia. Animation and narration
2. Integrated. Simultaneously presented media elements. “the integration of words, images, and shapes into a single communication unit” P.193 (Horn’s)
3. Concise. Exclude extraneous elements
4. Channelled. Speech rather than on-screen (or both)
5. Structured. Cause and effect material.

• In summary, multimedia learning offers a potentially powerful way for people to understand things that would be very difficult to grasp from words alone. P194

Questions Mayer asks

• What makes an effective Multimedia Presentation? P183
• How do people integrate visual and verbal presentations? P184
• When Does multimedia work?P187 (When the seven design principles take place)
• Do students who learn from words and pictures perform better on transfer and retention tests than students who learn from words alone? P187
• How does multimedia work?
• How to foster meaningful learning through the integration of words and pictures.

Further reading

• Horn, R.E. (1998). Visual Language. Bainbridge Island, WA: MacroVU.
• Jonassen, D. H. and Reeves T.C (1996). Learning with technology: Using computers as cognitive tools. In D. H. Jonassen (Ed.), Handbook of research for educational communication and technology (pp. 693-719) New York; Macmillan.
• Mayer, R.E (1996) Learning strategies for making sense out of expository text. The SOI model for guiding three cognitive processes in knowledge construction. Educational Psychology Review.
• Tufte, E. R. (1990). The visual display of quantitative information. Cheshire, CT: Graphics Press. LIBRARY
• Wetzel, C.D Radtke , P. H, and Stern, H, W. (1994). Instructional effectiveness of video media. Hillsdale, NJ; Erilbaum. LIBRARY

Alberto Ramirez Martinell