Using multimedia for e-learning

This 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.