Richard E. Mayer has developed a set of instructional design principles that are based on experimental research studies and grounded in a theory of how people learn from words and pictures. Learn more about Mayer’s cognitive theory of multimedia learning from his books including: Multimedia Learning: http://www.amazon.com/Multimedia-Learning-Richard-E-Mayer/dp/0521735351 E-learning & the Science of Instruction: http://www.amazon.com/Learning-Science-Instruction-Guidelines-Multimedia/dp/0470874309/

1. COHERENCE SIGNALING
SPATIAL CONTIGUITY
SEGMENTINGMODALITY
…when extraneous
material is excluded
…when corresponding
printed words and
graphics are placed
near rather than far
from each other
PRE-TRAINING
…from a narrated
animation when they
have had training in
the names and
characteristics of the
main concepts
…when cues are
added that highlight
the main ideas and
organization of the
material
…when a narrated
animation is
presented in learner-
paced segments
than as a continuous
unit
REDUNDANCY
…from animation and
narration than
from animation,
narration, and on-
screen text
TEMPORAL CONTIGUITY
…when corresponding
graphics and
narration are
presented
simultaneously rather
than successively
…from graphics and
narration than from
graphics and on-
screen text
PEOPLE LEARN MORE DEEPLY…
By Richard E. Mayer
MULTIMEDIA
LEARNING
PRINCIPLES
Richard E. Mayer has developed a set of
instructional design principles that are
based on experimental research studies and grounded in
a theory of how people learn from words and pictures.
Learn more about Mayer’s cognitive theory of multimedia
learning from his book Multimedia Learning.