Editing Epistemic actions (section)

==Design Implications==
Epistemic actions can have a great effect on multimedia learning design because of the operability of the lessons and the structure of presentation of the lesson and the accompanying tasks and activities. Epistemic actions use the environment and physical actions to offload cognitive processing, so it relies on accessibility and ability for learners to manipulate things in order to learn. For example, clicking on an image or a graphic that can then be enlarged is a type of epistemic action because it gives better access to see the image in a much higher resolution instead of trying to decipher information because it may be compressed beyond legibility. Or having the ability to pause or rewind a video to a designated spot helps to release the pressure of remembering everything and immediately applying it. Many of the multimedia learning design principles that have been covered in past discussions are also good areas to consider for epistemic actions, such as the ''segmenting principle'', because it is something that the user can control. Additionally, something like the ''signaling principle'' can direct learners to where their eyes can strategically move so that they do not have to determine where they can minimize the time it takes to find an important piece of information on the page or the screen.