Mayer’s 12 Multimedia Learning Principles (with extra principle #15)
Mayer’s Multimedia Learning Principles are a set of evidence-based guidelines developed by Richard E. Mayer, a cognitive psychologist, to improve the effectiveness of learning materials that combine words, images, and other media formats. These principles are rooted in the Cognitive Theory of Multimedia Learning, which explains how people learn from multimedia by processing information through two channels (visual/pictorial and auditory/verbal) with limited capacity in working memory.
Richard Mayer’s multimedia learning theory is essential reading for instructional designers, eLearning creators, and learning and development professionals. Mayer’s multimedia principles offer clear guidelines on arranging multimedia components to enhance learning effectiveness.
Mayer, a renowned psychology professor at the University of California, introduced his cognitive theory of multimedia learning in 2001. The insights he gathered from extensive research remain highly relevant today. Multimedia, spanning images, videos, augmented reality (AR), and virtual reality (VR), has become central to digital education, offering learners a more interactive and enjoyable experience. A recent survey indicates that 70% of students favor digital learning over traditional classroom methods.
Mayer’s theory rests on three foundational assumptions:
- Dual-channel assumption: Mayer asserts that people process visual and auditory information through two distinct channels.
- Limited-capacity assumption: The theory acknowledges that individuals can absorb only a limited amount of information simultaneously.
- Active-processing assumption: Mayer emphasizes the importance of learners being actively involved rather than passively absorbing content.
Building upon these assumptions, Mayer developed 12 multimedia learning principles. These principles serve as a critical reference for designers aiming to enhance educational outcomes using multimedia.
Mayer’s 12 Principles Educational Video Produced by Chow Hin Yeung Roy
What are Mayer’s 12 Multimedia Learning Principles?
These principles are based on cognitive science, focusing on how individuals process information, offering a structured guide to developing effective multimedia learning experiences.
Use the following principles as a checklist when designing your program to enhance comprehension, retention, and learning outcomes.
1. Multimedia Principle Definition: People learn most effectively when words are combined with visuals. Designers should use both text or narration and visual elements like images, videos, or animations to support learning, rather than relying on just one modality.
Application:
- Combine text with relevant visuals.
- Use visuals specifically to clarify or illustrate concepts.
- Avoid visuals that do not add meaning or aid understanding.
2. Coherence Principle Definition: Learners benefit more from content that excludes unnecessary information. Designers should ensure text and visuals are relevant and focused, removing any extraneous details.
Application:
- Include only content directly supporting learning objectives.
- Avoid unnecessary graphics, text, or background music.
- Use clear and simple diagrams and infographics.
3. Signalling Principle Definition: Highlighting essential information enhances learning. Designers should use visual cues to direct learners’ attention to critical points.
Application:
- Highlight key information using arrows, bold text, callouts, or highlights.
4. Redundancy Principle Definition: Learning improves when visuals and spoken words are used without redundant on-screen text. Providing the same information simultaneously in multiple formats can overload learners.
Application:
- Pair visuals with spoken explanations, not on-screen text.
- Minimize on-screen text during narrated presentations, focusing instead on visual aids.
5. Spatial Contiguity Principle Definition: Learning improves when related text and visuals are placed closely together. Designers should integrate visuals and corresponding text spatially to show clear relationships.
Application:
- Keep visuals and associated text close together.
- Place feedback directly beside relevant questions or activities.
- Ensure instructions appear on the same screen as related tasks.
6. Temporal Contiguity Principle Definition: Learners absorb information better when text or narration and visuals are presented simultaneously rather than sequentially.
Application:
- Synchronize visuals or animations with voiceovers.
- Present related text and images concurrently.
7. Segmenting Principle Definition: Information is better retained when it is divided into smaller segments, allowing learners to control their learning pace.
Application:
- Break down complex information into smaller, manageable sections.
- Avoid overcrowding lessons or slides with information.
- Provide learners with options to control their learning pace.
8. Pre-training Principle Definition: Learners grasp new concepts more effectively if they understand basic terminology and concepts beforehand. Providing preliminary information helps activate learners’ prior knowledge.
Application:
- Create introductory modules covering essential concepts.
- Provide a glossary or cheat sheet of key terms.
- Ensure learners are familiar with tools necessary for course tasks.
9. Modality Principle Definition: Learners gain a deeper understanding when visuals are paired with narration rather than text. Designers should balance visual and auditory content to avoid overwhelming learners.
Application:
- Limit text, emphasizing visuals and voice narration.
- Use text primarily for lists or instructional guidance alongside narration.
10. Personalisation Principle Definition: Multimedia learning is most effective when content is conversational and personally engaging. Designers should adopt a friendly, conversational tone, using personal pronouns.
Application:
- Employ conversational language and an approachable tone.
- Customize language and style to suit the target audience demographics.
11. Voice Principle Definition: People respond better to human voice narration compared to synthetic voices. Human narration adds a personal, engaging element to learning materials.
Application:
- Use real human voiceovers rather than synthetic voices.
- Ensure high audio quality with appropriate equipment and software.
12. Image Principle Definition: Early research indicates that using visuals directly related to instructional content can be more effective than “talking head” videos. High-quality images may better support learning goals.
Application:
- Use talking head videos initially for engagement and trust-building.
- Transition to relevant visuals that closely align with the learning material.
Final Thoughts Mayer’s 12 multimedia learning principles offer essential guidance for instructional and eLearning design. Incorporating these principles into your course development will boost learner engagement, comprehension, and retention, ultimately improving educational outcomes.
Redundancy Principle Educational Video
Voice Principle Educational Video
Extra NEW Principle 15 – Generative Activities Principle
I found it extremely useful!
I invited my daughter Gianna Chow for the Voice Over narration