Multimedia Learning Theory (Mayer 2001) and Design Principles: A Summary
Written By Abena Sey
November 12, 2017
Mayer’s (2001) twelve principles for the application of the effects of multimedia learning theory are primarily based on the concepts of coherence, spatial contiguity, and redundancy. A summary of these twelve principles illustrates the design considerations for maximal learning and transfer of knowledge in students.
The Principles of Coherence, Spatial and Temporal Contiguity, Signaling, & Redundancy
To begin, people learn better from words and pictures than from words alone. Next, people learn better when corresponding words and pictures are presented near each other when on the screen. Learning increases when corresponding words and pictures are presented simultaneously rather than successively. Also, people learn better when irrelevant details in information, sounds, or pictures are excluded. Finally, people learn better through narration and visuals, rather than on-screen narration, narration, and visuals; this is known as the redundancy effect.
The Principles of Segmentation, Personalization, & Voice
Personalizing narration helps people learn better. For instance, narrating in a conversational style as opposed to a formal style increases learning. Additionally, interactivity also increases learning. People learn better when they have control over the pace of the presentation. Moreover, signaled speech increases learning. Examples of signaled speech include emphasizing key facts, using headings, and adding connectives between text. In this respect, people learn better when the words give cues about the organization of the presentation.
The Principles of Pre-training, Multimedia, Modality, & Image
Pre-training increases learning. In effect, people will learn better from a multimedia presentation when they are familiar with the names and characteristics of the main concepts in the presentation. Finally, the principles of multimedia, modality, and image concern individual differences and responses to the design of the presentation. Mayer (2001) suggests that to optimize students’ learning i) use images to support explanations of content, ii) be careful with the amount and kind of text used, iii) and ensure coherence in the presentation.
While the aforementioned twelve principles explain how presenters can increase learning through efficient use of words and images in a presentation, it is also worth exploring how Mayer’s multimedia learning theory (2001) and design principles (2000) affect cognition. The “bottom line: people learn better when multimedia messages are designed in ways that are consistent with how the human mind works and with research-based principles” (Ibrahim 2012).
The Effects of Cognition on Multimedia Learning Theory and Design Principles
Research suggests that the “human mind, can only process small portions of large amounts of visual and auditory stimuli at one time” (Ibrahim 2012). Consequently, while the use of multimedia learning material has proven impactful for students’ learning and transfer of knowledge, “these materials and activities should be designed with minimal extraneous load requirements [i.e., only relevant content and visuals are included] and maximal potential for germane cognitive processing [i.e., considering the amount of content and visuals used because of limitations to the working memory]” [(Brünken, Steinbacher, Plass, & Leutner, 2002) as summarized by Ibrahim (2012)].
Furthermore, cognitive research has proven that “multimedia materials require high levels of cognitive processing to synthesize the visual and auditory streams of information and to extract the semantics of the message” [(Homer, Plass, & Blake, 2008) as summarized by Ibrahim (2012)]. The efficiency of students’ cognitive system involves three processes: i) selecting, ii) organizing, and iii) integrating auditory and visual content; however, this system is limited if the student is new to or has limited prior knowledge of the subject domain. Including multimedia learning material proves unhelpful, and may hinder learning or problem solving in this situation [(Moreno, 2004; Sweller, 1999) and (Chandler & Sweller, 1991) as summarized by Ibrahim (2012)].
In a study that revealed the creation and implementation of an evaluative tool to measure the effectiveness of the use of visuals in course textbooks, Kuzu et. al. (2007) present information regarding the different uses of visuals in instructional material and their effectiveness to support learning. Based on Mayer’s (2000) design principles, they suggest that “visuals that are generated with the aim of decorating, describing, defining, explaining, clarifying and organizing learning units play an important role in supporting instruction” [Mayer (2000) as summarized by Kuzu et. al. (2007)]. Moreover, each visual can be categorized into four key purposes: decorative, representational, organizational, and explanative. While each category serves a purpose for learning, they are not equally effective in supporting the instructional message of the text. For instance, “decorative illustrations are aimed to interest or entertain the reader but do not improve the instructional message of the text” [Mayer (2000) as summarized by Kuzu et. al. (2007)]. In fact, if one is not prudent in the choice of visuals used to support instruction, one risks hindering learners from cognitively processing the intended information. This is called cognitive load. As substantiated, “most of the visuals used in instructional materials do not have an instructional purpose, rather they serve as decorative items. Besides, most visuals are likely to increase the extraneous cognitive load since they are used haphazardly in most course-books rather than in an informed way” [Mayer (2000) as summarized by Kuzu et. al. (2007)].
My Views on Multimedia Learning Theory & Applications for Primary School Learners
I agree with Mayer’s multimedia learning theory to a large extent, and consider his twelve principles for multimedia learning to be a practical tool for educators who wish to ameliorate their teaching practices through the use of multimedia, and yet are seeking guidance on how to best utilize the resources effectively. In my instruction, I enjoy engaging learners as much as I can through the use of technology, because it permits me to differentiate my instruction to meet as many learners as I can in a lesson. However, the only aspect that I believe does not quite apply to primary school learners in the use of multimedia is the principle of redundancy that suggests the presenter not narrate the words that are on the presentation slide. I believe that this would be harmful if one is presenting to emergent readers. This principle is valid based on the assumption that the learner is able to read the words on the slide, and will do so while also listening to the narration of the presenter. I believe that a teacher to young learners would do a disservice by not reading the signaled words (e.g., title on the slide, explanation of content, etc.), because they are still learning to be proficient readers. Gaining proficiency in reading requires that the learner has as much exposure to language and vocabulary as possible (Mahapatra 2015).
While reading the words on the slide achieves the intended outcome of clearly presenting to students the material they are expected to learn and understand, another benefit in reading to emergent readers is that this practice helps increase their vocabulary, further exposes students to new words, and ensures a classroom that is language and literacy rich; I believe teaching practices such as these develop students’ reading proficiency.
Another benefit to reading the words on the slides to young learners is that the presenter meets the learning needs of more students. For example, children who learn better from hearing narrated instruction will gain more from the reinforcement than if they were to read the content in their heads. In this way, they would have the benefits of both hearing the narration and seeing the words displayed on the slide to further support their learning.
Conclusion
As educators of twenty-first century learners, we are privileged to have access to multimedia tools that we can choose to incorporate to enhance our teaching practices and meet more of our learners’ needs. However, if these tools are used ineffectively, we risk hindering our students’ learning. Mayer’s multimedia learning theory and design principles for the use of visuals and texts (2001 and 2000, respectively) offers researched-based suggestions on how to effectively use words and images in a multimedia presentation or in learning material to avoid this. Appropriately using words and images helps achieve in students the learning outcomes of gaining knowledge and transferring it to new situations. In the primary school setting, Mayer’s multimedia learning principles are largely valid; however, I would carefully reconsider the principle of redundancy, (i.e, the suggestion that narrating words on the slide is redundant). I believe that reading the content on the slides to emergent readers is essential to their learning and development into proficient readers, and serves to increase their learning of the material. This principle is more suitable for stronger readers who can efficiently process both narration and reading texts on the slide simultaneously.
References
Ibrahim, M. Implications of Designing Instructional Video Using Cognitive Theory of
Multimedia Learning. Critical Questions in Education, v3 n2 p83-104 Sum 2012.
Kuzu, A. et al. Application of Multimedia Design Principles to Visuals Used in Course-Books:
An Evaluation Tool. The Turkish Online Journal of Educational Technology – TOJET April 2007 ISSN: 1303-6521 volume 6 Issue 2.
Mahapatra, Shamita. Cognitive Training and Reading Remediation. Journal of Education and
Practice, v6 n19 p57-63 2015.
Mayer, R. E. “Multimedia Learning.” Presentation by Richard E. Mayer (2001). Retrieved from:
http://ateneu.xtec.cat/wikiform/wikiexport/_media/cursos/tic/d206/modul_1/multimedialearningmayer.pdf on October 8, 2017.
University of Hartford Faculty Centre for Learning and Development. “12 Principles for
Multimedia Learning.” http://hartford.edu/academics/faculty/fcld/data/documentation/technology/presentation/powerpoint/12_principles_multimedia.pdf on October 15, 2017.