Abstract
Computer-based multimedia learning environments — consisting of pictures (such as
animation) and words (such as narration) — offer a potentially powerful venue for improving
student understanding. How can we use words and pictures to help people understand how
scientific systems work, such as how a lightning storm develops, how the human respiratory
system operates, or how a bicycle tire pump works? This paper presents a cognitive theory
of multimedia learning which draws on dual coding theory, cognitive load theory, and constructivist
learning theory. Based on the theory, principles of instructional design for fostering
multimedia learning are derived and tested. The multiple representation principle states that
it is better to present an explanation in words and pictures than solely in words. The contiguity
principle is that it is better to present corresponding words and pictures simultaneously rather
than separately when giving a multimedia explanation. The coherence principle is that multimedia
explanations are better understood when they include few rather than many extraneous
words and sounds. The modality principle is that it is better to present words as auditory
narration than as visual on-screen text. The redundancy principle is that it is better to present
animation and narration than to present animation, narration, and on-screen text. By beginning
with a cognitive theory of how learners process multimedia information, we have been able
to conduct focused research that yields some preliminary principles of instructional design for
multimedia messages.
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