A learner-centered approach to multimedia explanations: Deriving instructional design principles from cognitive theory
R. Moreno, and R. Mayer. Interactive multimedia electronic journal of computer-enhanced learning, 2 (2):
12--20(2000)
Abstract
How can we help students understand scientific systems? One promising approach involves multimedia presentations of explanations in visual and verbal formats, such as presenting a computer-generated animation synchronized with narration or on-screen text. In this paper, we present a cognitive theory of multimedia learning from which the following six principles of instructional design are derived and tested: the split-attention principle, the spatial contiguity principle, the temporal contiguity principle, the modality principle, the redundancy principle, and the coherence principle.
%0 Journal Article
%1 moreno2000learner
%A Moreno, R.
%A Mayer, R.E.
%D 2000
%J Interactive multimedia electronic journal of computer-enhanced learning
%K design education learning multimedia objects principles
%N 2
%P 12--20
%T A learner-centered approach to multimedia explanations: Deriving instructional design principles from cognitive theory
%U http://imej.wfu.edu/articles/2000/2/05/index.asp
%V 2
%X How can we help students understand scientific systems? One promising approach involves multimedia presentations of explanations in visual and verbal formats, such as presenting a computer-generated animation synchronized with narration or on-screen text. In this paper, we present a cognitive theory of multimedia learning from which the following six principles of instructional design are derived and tested: the split-attention principle, the spatial contiguity principle, the temporal contiguity principle, the modality principle, the redundancy principle, and the coherence principle.
@article{moreno2000learner,
abstract = {How can we help students understand scientific systems? One promising approach involves multimedia presentations of explanations in visual and verbal formats, such as presenting a computer-generated animation synchronized with narration or on-screen text. In this paper, we present a cognitive theory of multimedia learning from which the following six principles of instructional design are derived and tested: the split-attention principle, the spatial contiguity principle, the temporal contiguity principle, the modality principle, the redundancy principle, and the coherence principle.},
added-at = {2012-10-03T12:05:08.000+0200},
author = {Moreno, R. and Mayer, R.E.},
biburl = {https://www.bibsonomy.org/bibtex/228b1152bb036548abf7aff35f1d7de1d/yish},
interhash = {42978ebfa6cb9bb9f654491cdee4d8bd},
intrahash = {28b1152bb036548abf7aff35f1d7de1d},
journal = {Interactive multimedia electronic journal of computer-enhanced learning},
keywords = {design education learning multimedia objects principles},
number = 2,
pages = {12--20},
timestamp = {2012-10-03T12:05:08.000+0200},
title = {A learner-centered approach to multimedia explanations: Deriving instructional design principles from cognitive theory},
url = {http://imej.wfu.edu/articles/2000/2/05/index.asp},
volume = 2,
year = 2000
}