Maximizing Learning Impact: Mayer's 12 Principles of Multimedia
Welcome back to the ID Universe, fellow instructional designers! I'm thrilled to be here with a brand new article for you this month. Now, I must apologize for my absence last month as I was fully busy in completing my master's degree. But guess what? I did it! And to celebrate my achievement, I took some much-needed time off to relax and recharge. Now, I'm back with a renewed energy and eager to dive into today's topic!
So, what's on the agenda for today? Well, as you can tell from the title, we'll be delving into the fascinating realm of Mayer's 12 Principles of Multimedia. Why did I choose this topic, you may wonder? Well, during my bachelor's courses, I had the privilege of exploring this subject, and it left an impact on me. I believe that understanding these principles is crucial when it comes to crafting exceptional eLearning experiences. Today, I aim to refresh your memory or perhaps introduce you to these principles for the first time. So, let's dive right into it!
Multimedia is playing an increasingly important role in e-learning as it encompasses all that we interact with on the screen. It has the power to engage learners, enhance their understanding of complex concepts, and make the learning process more enjoyable.
In the realm of multimedia learning, Dr. Richard Mayer, a renowned educational psychologist, has developed 12 principles that serve as valuable guidelines for instructional designers in creating effective multimedia learning experiences.
These principles are the result of extensive research and aim to optimize the effectiveness of multimedia in facilitating learning. In this blog, I will provide a brief overview of each principle, but I highly recommend delving deeper into the subject to fully grasp their significance. So, without further ado, let's explore these 12 principles:
Here are the 12 principles of multimedia learning:
1.Coherence Principle: Learners benefit more when unnecessary or irrelevant information is excluded. When designing instructional materials, carefully select and present only the information that is directly relevant to the learning goals.
??For example, avoid including excessive details or unrelated visuals that may distract learners from the main concepts.
2.Signaling Principle: Learners learn better when visual cues highlight the organization of essential material. Use headings, bullet points, or other visual cues to guide learners' attention and help them identify the main points of the presentation.
??For example, use clear headings or icons to indicate different sections or important concepts.
3.Redundancy Principle: Learners learn better from graphics and narration rather than graphics, narration, and on-screen text. Focus on using visuals and narration to convey information, reducing the reliance on on-screen text.
??For example, instead of displaying text on-screen while narrating, provide relevant images or animations that align with the narration.
4.Spatial Contiguity Principle: Learners learn better when related words and pictures are presented close together. Place related words and visuals near each other on the page or screen so that learners can easily connect them.
??For example, if explaining a process, have the corresponding text and images placed in proximity to enhance understanding.
5.Temporal Contiguity Principle: Learners learn better when corresponding words and pictures are presented simultaneously. Present text and visuals at the same time, allowing learners to integrate the information into a single mental representation.
??For example, display an image while explaining its key features orally.
6.Segmenting Principle: Learners learn better when the material is presented in user-paced segments rather than as a continuous unit. Break down the content into smaller, manageable chunks, allowing learners to control the pace of their learning.
??For example, present information in short modules or sections with clear breaks or navigation options.
7.Pre-training Principle: Learners learn better when they have prior knowledge of the main concepts. Provide learners with some basic background information on the topic before presenting the multimedia lesson.
??For example, introduce key terms, definitions, or concepts through a pre-training activity or short introduction.
8.Modality principle: Learners learn better from graphics and narration rather than animation and on-screen text. Utilize a combination of multimedia elements, but prioritize the use of graphics and narration to convey essential information.
??For example, use images with accompanying voiceover explanations instead of relying solely on animated text.
9.Multimedia Principle: Learners learn better from words and pictures together rather than words alone. Incorporate visuals alongside text to facilitate understanding and memory retention.
??For example, include relevant images, diagrams, or charts to complement textual information.
10.Personalization principle: Learners learn better from multimedia lessons presented in a conversational style rather than a formal style. Use a more informal and conversational tone in your presentation to make it engaging for learners.
??For example, write in a friendly and relatable manner as if you are having a conversation with the learners.
11.Voice principle: Learners learn better when the narration is in a friendly human voice rather than a machine-generated voice. Use a human voice to narrate the presentation to make it sound natural and engaging.
??For example, record the narration using a person's voice instead of relying on computer-generated voices.
12.Image Principle: It's important to clarify that the Image Principle, as outlined by Edward Caudwell on the comments, states that the use of on-screen characters, such as a 'talking head' of a teacher, does not necessarily enhance learning. While static images alone may not effectively facilitate learning, the focus should be on utilizing animated or interactive images whenever possible to aid understanding and retention of information.
? For example, incorporating interactive diagrams or simulations that allow learners to interact with the content and explore concepts can be more effective in promoting learning.
By applying these principles in instructional design, you can create engaging and effective multimedia learning experiences that enhance learners' understanding and retention of the content.
Conclusion:
Mayer's 12 principles of multimedia learning provide valuable insights for instructional designers seeking to create engaging and effective learning experiences. By incorporating relevant visuals, optimizing the presentation of information, and catering to individual differences, we can harness the power of multimedia to facilitate meaningful learning. Understanding and applying these principles can elevate our instructional design practices and contribute to the success of learners in various educational settings.
And there you have it! I hope you found this overview of Mayer's 12 principles of multimedia learning useful. Also you might want to check this course from Harvard University. As mentioned earlier, I strongly recommend further reading to gain deeper insights into these principles and their application. If you found this information valuable, I would greatly appreciate your support through likes, comments, and sharing this blog with others. Thank you once again for joining me, and until next time, happy learning!
Credits:
https://www.hartford.edu/faculty-staff/faculty/fcld/_files/12%20Principles%20of%20Multimedia%20Learning.pdf
https://www.davidlewisphd.com/courses/EDD8121/readings/1999-MorenoMayer.pdf
https://www.researchgate.net/profile/Nuur-Wachid-Abdul-Majid/publication/342158818_Interactive_Multimedia_Learning_based_on_Mobile_Learning_for_Computer_Assembling_Subject_using_the_Principle_of_Multimedia_Learning_Mayer/links/5ee5a3c6299bf1faac55b70e/Interactive-Multimedia-Learning-based-on-Mobile-Learning-for-Computer-Assembling-Subject-using-the-Principle-of-Multimedia-Learning-Mayer.pdf
https://isabelhoffmeyer.dk/bachelor/wp-content/uploads/2010/05/animation-and-interactivity-research.pdf https://www.researchgate.net/profile/Cheryl-Johnson-22/publication/232540768_Revising_the_Redundancy_Principle_in_Multimedia_Learning/links/631a4ff2071ea12e361ae26e/Revising-the-Redundancy-Principle-in-Multimedia-Learning.pdf
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Innovateur pédagogique pour l'enseignement hybride avec les IA Génératives | Je développe de nouvelles approches d'enseignement pour rendre l'enseignement et l'apprentissage plus faciles
8 个月Thanks a lot for this share, maybe this video could complete what you introduce : https://youtu.be/i4lfXWI6tz8
Director Leadership Development I Elevating Organisational Performance | Building a Coaching Culture I Driving Innovation Accelerating Talent Development
1 年Great to see your blogs back Damla. You certainly are on fire ??
Multi-Award winning E-Learning Human Centered Corporate Trainer|Universal Design for Learning|Enabling effective change using peer coaching + optimized workflows with 65% success rate |Dare to Lead Trained|Author
1 年Damla S. Have you head the Design of Everyday Things by Don Norman! It goes into great depth on this
Technology Enhanced Learning Unit Member at Bahcesehir University/English Teacher
1 年I keep seeing this incorrect definition of the Image Principle in various second- and third-hand sources but it does not reflect what Meyer actually states in his published works. The Image Principle states that the use of on on-screen characters (such as a "talking head" of a teacher teaching a lesson) does not necessarily aid learning. This mistake underlines the importance of always referring to original, first-hand resources. "People do not necessarily learn better when the speaker’s image is added to the screen. In five experiments, the median effect size favoring adding the speaker’s image to the screen was d?.22, which is in the small-to-negligible range." Mayer in Multimedia Learning (2009), p. 242, "Personalization, Voice, and Image Principles"