| 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
|
