Using multimedia for e‐learning

TLDR

The study reviews 12 research‑based principles for designing computer‑based multimedia instructional materials to promote academic learning. The authors synthesize evidence from five experimental comparisons to establish the multimedia principle, showing that instruction with words and graphics yields a median effect size of d = 1.67 compared to words alone. The review identifies 12 evidence‑based multimedia principles grouped into extraneous (coherence d = 0.70, signalling d = 0.46, redundancy d = 0.87, spatial contiguity d = 0.79, temporal contiguity d = 1.30), essential (segmenting d = 0.70, pre‑training d = 0.46, modality d = 0.72), and generative (personalization d = 0.79, voice d = 0.74, embodiment d = 0.36) processing, with stronger effects for low‑knowledge learners.

Abstract

Abstract 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.