Mayer's Principles in Multimedia Learning: Difference between revisions
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! Goal !! Principle !! Description | ! Goal !! Principle !! Description | ||
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| '''Minimize extraneous processing''' || Coherence principle || Eliminate extraneous material | | '''Minimize extraneous processing''' || [[Coherence principle]] || Eliminate extraneous material | ||
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| || [[Signaling principle]] || Highlight essential material | | || [[Signaling principle]] || Highlight essential material |
Revision as of 12:37, 16 December 2022
Goal | Principle | Description |
---|---|---|
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 |