The multimedia principle relates to the use of graphics and/or visuals in elearning design. Research has shown that learners retain and understand new material better when they are given both text narration and visual examples (Clark & Mayer, 2011). This idea of pairing graphics and text when introducing a new concept to increase active engagement and better processing is known as the multimedia principle. An important factor in the multimedia principle is that the graphics or visuals used must be appropriate. Graphics should not be used only for decorative purposes and must add meaning to the lesson, or help organize the lesson. Examples: The multimedia principle can apply to the design of computer-based simulations and games. In a study involving interactive multimedia, Moreno and Mayer (1999b) developed a mathematics computer game intended to teach students how to add and subtract signed numbers (such as 2–3 = ———). Some students learned from drill-and-practice problems, whereas others worked on the same problems but as feedback also saw a bunny hop along a number line to represent each problem (such as starting at two, turning to face the left, hopping backward three steps, and landing on fi ve). Students learned better with symbols and graphics than from symbols alone (Clark & Mayer, 2011).
Using graphics to teach five different types of content such as facts, concepts, processes, procedures, and principles: This graphic teaches content related to the life cycle of the frog. Graphic Source: http://www.cwmb.sa.gov.au/kwc/programs/a_frogs_life/images/fl-2_clip_image001.gif
The contiguity principle also relates to the use of graphics or visuals in elearning design. This principle states that graphics or visuals must be presented near and correspond to the text (Clark & Mayer, 2011). The idea behind this principle is when graphics are not near the text, then the learner gets frustrated or confused. The learner must use extra working memory to track the graphics. This can lead to cognitive overload and can be detrimental to successful learning. A second part of the contiguity principle states that good elearning design should coordinate audio such as spoken words and graphics that correspond to the narration, so that they play at the same time (Clark & Mayer, 2011). The idea, again, is to avoid cognitive overload. When the narration and graphics play at the same time, the learner uses less working memory and therefore has more memory to use in fully understanding the lesson. Examples:
Suppose you click on “How the Heart Works” in an online encyclopedia, and two buttons appear—a speaker button indicating that you can listen to a short narration about the four steps in heart cycle and a movie button indicating that you can watch a short animation. You click on the speaker button and listen to a description of the four steps in the heart cycle. Then you click on the movie button and watch a narration showing the four steps in the heart cycle. You might think this is an excellent presentation because you can select which mode of presentation you prefer. You might like the idea that you listen to the explanation fi rst and then watch, or vice versa, thereby giving you two complementary exposures to the same material (Clark & Mayer, 2011).
For example, when the graphic is an animation showing the steps in a process, the narration describing a particular step should be presented at the same time that the step is shown on the screen. When the graphic is a video showing how to perform a task, the narration describing each step should be /presented at the same time as the action shown on the screen (Clark & Mayer, 2011). Experiments demonstrating this effect have shown that when students study a text with a related map, they remember more of the text than students who studied the text without a map (Abel & Kulhavy, 1986; Kulhavy, Stock, Peterson, Pridemore, & Klein, 1992; Kulhavy, Stock, Verdi, Rittschof, & Savenye, 1993; Rittschof & Kulhavy, 1998; Schwartz & Kulhavy, 1981).
The Multimedia Principle
The multimedia principle relates to the use of graphics and/or visuals in elearning design. Research has shown that learners retain and understand new material better when they are given both text narration and visual examples (Clark & Mayer, 2011). This idea of pairing graphics and text when introducing a new concept to increase active engagement and better processing is known as the multimedia principle. An important factor in the multimedia principle is that the graphics or visuals used must be appropriate. Graphics should not be used only for decorative purposes and must add meaning to the lesson, or help organize the lesson.
Examples:
The multimedia principle can apply to the design of computer-based simulations and games. In a study involving interactive multimedia, Moreno and Mayer (1999b) developed a mathematics computer game intended to teach students how to add and subtract signed numbers (such as 2–3 = ———). Some students learned from drill-and-practice problems, whereas others worked on the same problems but as feedback also saw a bunny hop along a number line to represent each problem (such as starting at two, turning to face the left, hopping backward three steps, and landing on fi ve). Students learned better with symbols and graphics than from symbols alone (Clark & Mayer, 2011).
Using graphics to teach five different types of content such as facts, concepts, processes, procedures, and principles: This graphic teaches content related to the life cycle of the frog. Graphic Source: http://www.cwmb.sa.gov.au/kwc/programs/a_frogs_life/images/fl-2_clip_image001.gif
Using graphics to show relationships This graphic shows the learner the relationship between two different types of Buddhism. Venn diagrams are only one type of graphic that shows relationships. Graphic Source: http://www.pps.k12.or.us/schools-c/pages/westsylvan/student/religion/buddhism_pm/venn-diagram.gif
The Contiguity Principle
The contiguity principle also relates to the use of graphics or visuals in elearning design. This principle states that graphics or visuals must be presented near and correspond to the text (Clark & Mayer, 2011). The idea behind this principle is when graphics are not near the text, then the learner gets frustrated or confused. The learner must use extra working memory to track the graphics. This can lead to cognitive overload and can be detrimental to successful learning. A second part of the contiguity principle states that good elearning design should coordinate audio such as spoken words and graphics that correspond to the narration, so that they play at the same time (Clark & Mayer, 2011). The idea, again, is to avoid cognitive overload. When the narration and graphics play at the same time, the learner uses less working memory and therefore has more memory to use in fully understanding the lesson.
Examples:
Suppose you click on “How the Heart Works” in an online encyclopedia, and two buttons appear—a speaker button indicating that you can listen to a short narration about the four steps in heart cycle and a movie button indicating that you can watch a short animation. You click on the speaker button and listen to a description of the four steps in the heart cycle. Then you click on the movie button and watch a narration showing the four steps in the heart cycle. You might think this is an excellent presentation because you can select which mode of presentation you prefer. You might like the idea that you listen to the explanation fi rst and then watch, or vice versa, thereby giving you two complementary exposures to the same material (Clark & Mayer, 2011).
For example, when the graphic is an animation showing the steps in a process, the narration describing a particular step should be presented at the same time that the step is shown on the screen. When the graphic is a video showing how to perform a task, the narration describing each step should be /presented at the same time as the action shown on the screen (Clark & Mayer, 2011).
Experiments demonstrating this effect have shown that when students study a text with a related map, they remember more of the text than students who studied the text without a map (Abel & Kulhavy, 1986; Kulhavy, Stock, Peterson, Pridemore, & Klein, 1992; Kulhavy, Stock, Verdi, Rittschof, & Savenye, 1993; Rittschof & Kulhavy, 1998; Schwartz & Kulhavy, 1981).
Multimedia and Contiguity Organizer.doc
References:
Graphic Source: http://www.cwmb.sa.gov.au/kwc/programs/a_frogs_life/images/fl-2_clip_image001.gif
Graphic Source: http://www.pps.k12.or.us/schools-c/pages/westsylvan/student/religion/buddhism_pm/venn-diagram.gif
Crooks, S., White, D., Srinivasan, S., & Qingfu, W. (2008). Temporal, but not Spatial, Contiguity Effects While Studying an Interactive Geographic Map. Journal Of Educational Multimedia & Hypermedia, 17(2), 145-169.