Mayer's Principles in Multimedia Learning: Difference between revisions
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| ''' | | '''Social and Affective Features of Multimedia Learning''' || [[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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| || Immersion Principle || Incorporate multimedia design principles in immersive virtual environments | | || Immersion Principle || Incorporate multimedia design principles in immersive virtual environments | ||
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| || | | || Collaboration Principle || Strike a balance between advantages of learning in collaborative activities and mental effort required in its coordination | ||
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| || Embodiment Principle || Give onscreen characters human-like gestures | | || Embodiment Principle || Give onscreen characters human-like gestures | ||
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| || Emotion Design Principle || Make onscreen elements prime positive emotion | | || Emotion Design Principle || Make onscreen elements prime positive emotion | ||
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| '''Fostering Generative Processing || Generative Activity Principle || Provide prompts for learning strategies | |||
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| || Guided discovery Principle || Provide hints and feedback as learner solves problems | | || Guided discovery Principle || Provide hints and feedback as learner solves problems |
Revision as of 13:24, 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 | Provide differential instructions for knowledgeable experts, and not the same as novice learners | |
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 aka Cueing Principle | Do not add printed text to spoken text | |
Temporal Contiguity Principle | Present narration and corresponding graphic simultaneously | |
Split Attention Principle | Present an integrated format of disparate sources of information | |
Worked Example Principle | Provide problem formulation and solution to help gain initial cognitive skill acquisition | |
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 | |
Transient Information Principle | Help comprehensive processing of spoken information or animations in learners’ working memory and integration with prior knowledge in long-term memory | |
Social and Affective Features of Multimedia Learning | Personalization Principle | Put words in conversational style |
Voice Principle | Use human voice for spoken words | |
Embodiment Principle | Give onscreen characters human-like gestures | |
Immersion Principle | Incorporate multimedia design principles in immersive virtual environments | |
Collaboration Principle | Strike a balance between advantages of learning in collaborative activities and mental effort required in its coordination | |
Embodiment Principle | Give onscreen characters human-like gestures | |
Emotion Design Principle | Make onscreen elements prime positive emotion | |
Fostering Generative Processing | 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 |