Using multimedia for e‐learning

R.E. Mayer

doi:10.1111/jcal.12197

journal article Jun 13, 2017

Using multimedia for e‐learning

R.E. Mayer

Journal of Computer Assisted Learning Vol. 33 No. 5 pp. 403-423 · Wiley

View at Publisher Save 10.1111/jcal.12197

Abstract

AbstractThis paper reviews 12 research‐based principles for how to design computer‐based multimedia instructional materials to promote academic learning, starting with the multimedia principle (yielding a median effect size of d = 1.67 based on five experimental comparisons), which holds that people learn better from computer‐based instruction containing words and graphics rather than words alone. Principles aimed at reducing extraneous processing (i.e., cognitive processing that is unrelated to the instructional objective) include coherence (d = 0.70), signalling (d = 0.46), redundancy (d = 0.87), spatial contiguity (d = 0.79) and temporal contiguity (d = 1.30). Principles for managing essential processing (i.e., mentally representing the essential material) include segmenting (d = 0.70), pre‐training (d = 0.46) and modality (d = 0.72). Principles for fostering generative processing (i.e., cognitive processing aimed at making sense of the material) include personalization (d = 0.79), voice (d = 0.74) and embodiment (d = 0.36). Some principles have boundary conditions, such as being stronger for low‐ rather than high‐knowledge learners.

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Metrics

498

Citations

135

References

Details

Published: Jun 13, 2017
Vol/Issue: 33(5)
Pages: 403-423
License: View

Authors

R

R.E. Mayer

Department of Psychological and Brain Sciences University of California CA USA

Funding

Office of Naval Research Award: N00014162046

Cite This Article

R.E. Mayer (2017). Using multimedia for e‐learning. Journal of Computer Assisted Learning, 33(5), 403-423. https://doi.org/10.1111/jcal.12197

Using multimedia for e‐learning

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