Mayer's Principles in Multimedia Learning: Difference between revisions
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| || [[Expertise Reversal Principle]] || Instructional guidance beneficial for novice learners can become redundant or detrimental for more knowledgeable learners' processing | | || [[Expertise Reversal Principle]] || Instructional guidance beneficial for novice learners can become redundant or detrimental for more knowledgeable learners' processing | ||
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| '''Minimize extraneous processing''' || [[Coherence | | '''Minimize extraneous processing''' || [[Coherence Principle]] || Eliminate extraneous material | ||
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| || [[Signaling Principle]] || Highlight essential material | | || [[Signaling Principle]] || Highlight essential material | ||
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| '''Manage essential processing''' || [[Segmenting | | '''Manage essential processing''' || [[Segmenting Principle]] || Break presentation into parts | ||
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| || [[Pre-training Principle]] || Describe names and characteristics of key elements before the lesson | | || [[Pre-training Principle]] || Describe names and characteristics of key elements before the lesson | ||
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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 | | || Embodiment Principle || Give onscreen characters human-like gestures | ||
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| || Emotion Design | | || Emotion Design Principle || Make onscreen elements prime positive emotion | ||
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| || Generative Activity | | || Generative Activity Principle || Provide prompts for learning strategies | ||
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| || Guided discovery | | || Guided discovery Principle || Provide hints and feedback as learner solves problems | ||
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| || Mapping | | || Mapping Principle || Ask learners to create a graphic organizer or concept map | ||
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| || [[Self-Explanation Principle]] || Ask learners to explain a lesson to themselves | | || [[Self-Explanation Principle]] || Ask learners to explain a lesson to themselves | ||
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| || Drawing | | || Drawing Principle || Ask learners to make drawings for the lesson | ||
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| || Imagination | | || Imagination Principle || Ask learners to imagine drawings for the lesson | ||
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Revision as of 13:03, 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 |