Research-based principles for the design of instructional messages

1999 ◽  
Vol 1 (1) ◽  
pp. 7-19 ◽  
Author(s):  
Richard E. Mayer
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Research Program ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Design Principles ◽  
Modality Principle ◽  
Coherence Principle ◽  
Computer Based ◽  
Pictorial Representations

Multimedia explanations are communications using words and pictures to explain how something works, including animation and narration in computer-based environments or text and illustrations in book-based environments. A cognitive theory of multimedia learning reveals a concurrence requirement for meaningful learning, in which corresponding verbal and pictorial representations must be held in working memory at the same time. Based on a theory-based research program, I propose five design principles: multimedia principle, to use words and pictures rather than words alone; contiguity principle, to place words close to corresponding pictures on a page or to present narration concurrently with corresponding animation; coherence principle, to minimize extraneous words, pictures, and sounds; modality principle, to present words as speech rather than as on-screen text; and individual differences principle, to use these design principles particularly for low-experience rather than high-experience learners and for high-spatial rather than low-spatial learners. Multimedia messages offer great potential for improving the effectiveness of communication, but only to the extent that their design is based on theory and research.

Multimedia learning and individual differences: Mediating the effects of working memory capacity with segmentation

2009 ◽  
Vol 40 (4) ◽  
pp. 636-651 ◽  
Author(s):  
Danielle L. Lusk ◽  
Amber D. Evans ◽  
Thomas R. Jeffrey ◽  
Keith R. Palmer ◽  
Chris S. Wikstrom ◽  
...  
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Multimedia Learning ◽  
Working Memory Capacity ◽  
Memory Capacity

Situation Awareness: A Validation Study and Investigation of Individual Differences

1996 ◽  
Vol 40 (12) ◽  
pp. 564-568 ◽  
Author(s):  
Leo J. Gugerty ◽  
William C. Tirre
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Personal Computer ◽  
Situation Awareness ◽  
Validation Study ◽  
Driving Simulator ◽  
Driving Performance ◽  
High Rate ◽  
Computer Based

The first experiment found that varying the rate of road hazards in a personal-computer-based driving simulator had no effect on subjects' situation awareness, as measured in the simulator. Thus, setting a high rate of hazards does not distort subjects' situation awareness. In the second experiment, the situation awareness test was found to predict driving performance in a realistic simulator. Individual differences in situation awareness were correlated with working memory and psychomotor abilities.

The Effects of Individual Differences in Working Memory on Multimedia Learning

2005 ◽  
Vol 49 (13) ◽  
pp. 1256-1260
Author(s):  
Jennifer A. Batka ◽  
Scott A. Peterson
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Learning Outcomes ◽  
Learning Process ◽  
Design Principles ◽  
Multimedia Presentation ◽  
Instructional Technologies ◽  
Multimedia Design ◽  
Presentation Formats ◽  
Educational Pursuits

With the advance of instructional technologies, multimedia presentation formats have become increasingly common in business, military, and educational pursuits. Previous research has found that the use of certain multimedia design principles may alleviate demands on working memory and thus improve the learning process (Mayer, 2001). Our study examined the utility of three of these principles: the contiguity, redundancy and modality principles (Mayer & Moreno, 2003), in the design of a multimedia presentation explaining the formation of hail. Results indicated that use of the contiguity, redundancy, and modality principles tended to increase learning outcomes for individuals with low working memory capacities but decrease learning outcomes for those with higher working memory capacities. These findings call into question the generality of these design principles, and suggest that multimedia designers should carefully consider the effects of individual differences in the human learner

scholarly journals Designing computer-based tests: design guidelines from multimedia learning studied with eye tracking

2021 ◽  
Author(s):  
K. J. H. Dirkx ◽  
I. Skuballa ◽  
C. S. Manastirean-Zijlstra ◽  
H. Jarodzka
Keyword(s):  
Eye Tracking ◽  
Cognitive Load ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Design Guidelines ◽  
Test Results ◽  
Original Design ◽  
Test Items ◽  
Computer Based ◽  
Easy Integration

AbstractThe use of computer-based tests (CBTs), for both formative and summative purposes, has greatly increased over the past years. One major advantage of CBTs is the easy integration of multimedia. It is unclear, though, how to design such CBT environments with multimedia. The purpose of the current study was to examine whether guidelines for designing multimedia instruction based on the Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) will yield similar effects in CBT. In a within-subject design, thirty-three vocational students completed a computer-based arithmetic exam, in which half of the items were presented in an original design format, and the other half was redesigned based on the CTML principles for instructional design (i.e., adapted format). Results showed that applying CTML principles to a CBT decreased the difficulty of the test items, i.e., students scored significantly higher on the adapted test items. Moreover, eye-tracking data showed that the adapted items required less visual search and increased attention for the question and answer. Finally, cognitive load, measured as silent pauses during a secondary think-aloud task, decreased. Mean fixation duration (a different indicator of cognitive load), however, did not significantly differ between adapted and original items. These results indicate that applying multimedia principles to CBTs can be beneficial. It seems to prevent cognitive overload and helps students to focus on important parts of the test items (e.g., the question), leading to better test results.

scholarly journals Revamping the design of Preschoolers Islamic Education by Integrating Islamic Design Principles and Cognitive Theory of Multimedia Learning: A Needs Assessment Study

2019 ◽  
Vol 11 (3) ◽  
Author(s):  
Wan Irma Sabrina Idris ◽  
Rafiza Abdul Razak ◽  
Siti Hajar Halili ◽  
Siti Soraya Abdul Rahman ◽  
Hasleena Hamzah
Keyword(s):  
Learning Theory ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Design Principles ◽  
Islamic Education ◽  
Learning Aids ◽  
Learning Content ◽  
Children Education ◽  
Islamic Values ◽  
Multimedia Learning Theory

This study aims at identifying the needs in applying Islamic Design Principles in developing multimedia learning for Islamic Education among children. Teaching methods of Islamic education have not seen much improvement and lack of creativity. Current designs and content of multimedia learning materials were not suitable in teaching Islamic education. Thus this study initiated in integrating Islamic design principles; 1) Tawheed, 2) Dhikir 3) Haya and 4) Iqtisad with Cognitive Multimedia Learning Theory.  It involved a needs analysis survey research design concerning parents and teachers of preschool as participants. The result of this study indicated positive responses received upon this matter indicating that the elements of Islamic design principles were relevant in multimedia learning for preschool Islamic Education. The integration of multimedia learning theory and Islamic Design Principles in designing multimedia learning for children. This was because the impacts of multimedia learning and Islamic design principles were important for the future of early children education, it was sensible for Islamic design principles were applied to multimedia learning content. There was a need to develop learning aids in teaching Islamic values education to the children. Multimedia learning can help in sculpting the Islamic character of the children while coaching them the virtuous values in Islam; an example of the ethic in Prophet Muhammad (P.B.U.H.), good behavior and action will help the children in their personal life. Besides, this paper will help instructional design to design and develop a multimedia learning for Islamic preschool in future.

Managing Cognitive Load in Dynamic Visual Representations

2009 ◽  
pp. 171-197 ◽  
Author(s):  
Slava Kalyuga
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Visual Representations ◽  
Instructional Effectiveness ◽  
Pictorial Information ◽  
Novice Learners ◽  
Dynamic Visualizations ◽  
High Knowledge

According to dual-coding theory, when learning concrete concepts, adding pictorial representations could be superior to verbal-only descriptions (Clark & Paivio, 1991; Sadoski & Paivio, 2001). This theory assumes existence of two additive sub-systems in human cognitive architecture that process verbal and pictorial information. Accordingly, people learn better when information is encoded verbally and visually rather than in one mode only. Information that has been encoded using two different modes can also be retrieved from memory more easily. The cognitive theory of multimedia learning provides detailed theoretical arguments that effectively support this view and also apply it to dynamic visualizations such as instructional animations. According to cognitive theory of multimedia learning, different mental representations are constructed from verbal and pictorial information, and meaningful learning occurs only when learner actively establishes connections between these representations (Mayer, 2001; Mayer, & Moreno, 2003; Mayer & Sims, 1994). This chapter discusses the strengths and weaknesses of dynamic visualizations and the relationship between instructional effectiveness of dynamic and static diagrams and levels of learner task-specific expertise. It has been mentioned previously that instructional formats that are effective for low-knowledge learners could be ineffective, or even deleterious, for high-knowledge learners and vice versa (the expertise reversal effect). Significant interactions between levels of learner expertise and instructional procedures have been found in many situations. Such an interaction may also exist between dynamic and static visualizations. For example, novice learners may benefit more from traditional static diagrams than from dynamic visual representations (e.g., animated diagrams), while more knowledgeable learners may benefit more from animated rather than static diagrams. This assumption has a viable theoretical rationale. According to cognitive load theory, continuous animations and video may be too cognitively demanding for novice learners. Associated processing difficulties could be due to a high degree of transitivity in such visualizations, on the one hand, and limited capacity and duration of working memory, on the other hand. Less knowledgeable learners, therefore, may benefit more from a set of equivalent static diagrams. However, animations could be superior to static diagrams for more knowledgeable learners who have already acquired a sufficient knowledge base for dealing with issues of transitivity and limited working memory capacity. The chapter also briefly describes a specific empirical study that was designed to investigate the relation between levels of learner expertise and instructional effectiveness of dynamic and static visualizations (Kalyuga, 2007). The rapid diagnostic method discussed in Chapter IV, was used in this study for measuring levels of learner prior knowledge.

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