IDP in Educational Technology, IIT - Bombay, India October, 2016IDP in Educational Technology, IIT - Bombay, India October, 2016

Multimedia Principles

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Compiled by: Kavya Alse and Anurag DeepReviewed by: Prof. Sahana Murthy

IDP in Educational TechnologyIndian Institute of Technology - Bombay

This presentation is released under Creative Commons-Attribution 4.0 International License. You are free to use, distribute and modify it , including for commercial purposes, provided you acknowledge the source. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/4.0/.

IDP in Educational Technology, IIT - Bombay, India October, 2016

How to use this document? This document describes what are multimedia principles along with contrasting examples.

For each principle there is a: • general introduction about that principle• suggestions for effective implementation and • contrasting examples

More details can be found in reference list provided at the end.

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IDP in Educational Technology, IIT - Bombay, India October, 2016

Who should use it?It will be useful to follow these principles if you are designing any multimedia content or technology enhanced learning environments.

Especially if you are:•Instructional Designer, Graphic Designer or software developer and developing multimedia for education OR•Teacher or Trainer who has to choose multimedia for classroom activity OR•Researcher who has to study psychology of learning with multimedia content.

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IDP in Educational Technology, IIT - Bombay, India October, 2016

Why Multimedia principles? People learn more deeply from words and graphics than words alone (Mayer 2016 ). Multimedia principles help to integrate words and graphics effectively. By multimedia we mean multiple media or combination of media. At least some visuals and some text.

E.g.: Words (printed or spoken text) and pictures (illustrations, or photos).

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons. 4

IDP in Educational Technology, IIT - Bombay, India October, 2016

Examples of Multimedia Instructional material:● Instructional software- tutorials, simulations● Language labs● Games● Interactive e-books

Authoring tools:• Presentation software : Microsoft Powerpoint/ Impress, Prezi • Video/animation/audio production and editing• Game authoring environment

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IDP in Educational Technology, IIT - Bombay, India October, 2016

Multimedia PrincipleInclude both words and graphics

TEXT ONLY:As the rod is pulled out, air passes through the piston and fills the area between the piston and the outlet valve. As the rod is pushed in, the inlet valve closes and the piston forces air through the outlet valve.

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons.

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IDP in Educational Technology, IIT - Bombay, India October, 2016

Modality PrincipleUse audio to explain visuals instead of on-screen text

Screenshot of lightning lesson explained with Audio narration

Screenshot of lightning lesson explained with On-screen text

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons.

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IDP in Educational Technology, IIT - Bombay, India October, 2016

Contiguity PrincipleIn case audio is not available, place printed words near corresponding graphics.Synchronize spoken words with graphics.

Separate text and graphics

Integrated text and graphics

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons. 8

IDP in Educational Technology, IIT - Bombay, India October, 2016

Redundancy PrincipleExplain visuals with narrated audio OR on-screen text, not both.

On-screen text

Narration

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons.

Narration

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IDP in Educational Technology, IIT - Bombay, India October, 2016

Coherence PrincipleAvoid multimedia lessons with extraneous graphics or sounds.

Eg: If the objective is to show blood flow in heart, realistic & rich representation of heart may not be necessary. A structural representation showing different parts might be sufficient.

10By Blausen Medical Communications, Inc. (Donated via OTRS, see ticket for details) [CC BY 3.0 (http://creativecommons.org/licenses/by/3.0)], via Wikimedia Commons

By Manco Capac (Own work) [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons

IDP in Educational Technology, IIT - Bombay, India October, 2016

Personalization Principle● Use conversational style rather than formal style● Use human voice rather than machine voice● Use on-screen coaches or pedagogical agents● Use indirect speech v/s direct speech

https://sites.google.com/site/cognitivetheorymmlearning/personalization-principle 11

IDP in Educational Technology, IIT - Bombay, India October, 2016

Segmentation PrincipleBreak a continuous lesson into smaller segments.

Some suggestions:● Break a lesson into pieces, or segments● Avoid long clips of continuous narration● Provide a ‘Click Continue’ button to go between segments● Provide control to learner on pacing -pause/play

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IDP in Educational Technology, IIT - Bombay, India October, 2016

References1. A book on multimedia principlesMayer, R. E. (Ed.). (2014). The Cambridge handbook of multimedia learning (2nd ed). New York: Cambridge University Press.

2. A book on multimedia principlesRuth Clark and Richard Mayer. “e-learning and the Science of Instruction” John Wiley & Sons, 2008. Available on Google Books

3. Slides from Mayer http://hilt.harvard.edu/files/hilt/files/mayerslides.pdf

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