Mayer's Principles in Multimedia Learning: Difference between revisions
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| || [[Redundancy Principle]] || Do not add printed text to spoken text | | || [[Redundancy Principle]] || Do not add printed text to spoken text | ||
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| || Spatial Contiguity Principle || Do not add printed text to spoken text | | || [[Spatial Contiguity Principle]] || Do not add printed text to spoken text | ||
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| || [[Temporal contiguity principle]] || Present narration and corresponding graphic simultaneously | | || [[Temporal contiguity principle]] || Present narration and corresponding graphic simultaneously | ||
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| || [[Personalization principle]] || Put words in conversational style | | || [[Personalization principle]] || Put words in conversational style | ||
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| || Voice Principle || Use human voice for spoken words | | || [[Voice Principle]] || Use human voice for spoken words | ||
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| || Embodiment principle || Give onscreen characters human-like gestures | | || Embodiment principle || Give onscreen characters human-like gestures | ||
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| || Mapping principle || Ask learners to create a graphic organizer or concept map | | || Mapping principle || Ask learners to create a graphic organizer or concept map | ||
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| || Self- | | || [[Self-Explanation Principle]] || Ask learners to explain a lesson to themselves | ||
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| || Drawing principle || Ask learners to make drawings for the lesson | | || Drawing principle || Ask learners to make drawings for the lesson | ||
Revision as of 13:01, 16 December 2022
| Goal | Principle | Description |
|---|---|---|
| Basic principle | Multimedia Principle | People learn better from words and pictures than from words alone |
| Multiple Representation Principle | Using diverse representations of information that help students learn more effectively | |
| Expertise Reversal Principle | Instructional guidance beneficial for novice learners can become redundant or detrimental for more knowledgeable learners' processing | |
| Minimize extraneous processing | Coherence principle | Eliminate extraneous material |
| Signaling Principle | Highlight essential material | |
| Redundancy Principle | Do not add printed text to spoken text | |
| Spatial Contiguity Principle | Do not add printed text to spoken text | |
| Temporal contiguity principle | Present narration and corresponding graphic simultaneously | |
| Manage essential processing | Segmenting principle | Break presentation into parts |
| Pre-training Principle | Describe names and characteristics of key elements before the lesson | |
| Modality Principle | Use spoken rather than printed text | |
| Fostering Generative Processing | Multimedia principle | Use words and pictures rather than words alone |
| Personalization principle | Put words in conversational style | |
| Voice Principle | Use human voice for spoken words | |
| Embodiment principle | Give onscreen characters human-like gestures | |
| Emotion Design principle | Make onscreen elements prime positive emotion | |
| Generative Activity principle | Provide prompts for learning strategies | |
| Guided discovery principle | Provide hints and feedback as learner solves problems | |
| Mapping principle | Ask learners to create a graphic organizer or concept map | |
| Self-Explanation Principle | Ask learners to explain a lesson to themselves | |
| Drawing principle | Ask learners to make drawings for the lesson | |
| Imagination principle | Ask learners to imagine drawings for the lesson |