Cited by 7,777Visual and Cognitive Learning ProcessesInnovative Teaching and Learning MethodsOnline and Blended Learning

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Multimedia Learning

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Mayer, Richard·2020·The Psychology of learning and motivation/The psychology of learning and motivation

DOI 10.1017/9781316941355

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Abstract

Abstract This article defines and exemplifies multimedia learning and multimedia instruction, describes theoretical frameworks for multimedia learning and multimedia instruction, summarizes evidence-based principles for how to design multimedia instruction, and suggests future trends in multimedia research. Multimedia design principles for reducing extraneous processing include the coherence principle, signaling principle, redundancy principle, spatial contiguity principle, and temporal contiguity principle. Multimedia design principles for managing essential processing include the pre-training principle, segmenting principle, and modality principle. Multimedia design principles for fostering generative processing include the personalization principle, voice principle, embodiment principle, and generative activity principle. Research on multimedia learning represents an example of applying the science of learning to education, and stands as one of educational psychology’s success stories.

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Authors: Mayer, R.
Corresponding author: Mayer, Richard
ORCID: Mayer, Richard
Venue: The Psychology of learning and motivation/The psychology of learning and motivation
Publisher: Cambridge University Press
Published: 2020-06-25
Volume: 41
Issue: 0
Pages: 27-139
ISSN: 0079-7421 (ISSN-L)
DOI: 10.1017/9781316941355
OpenAlex: W2337068785
Cited by: 7,777
References: 84
Citations by year: 2026: 644 · 2025: 464 · 2024: 351 · 2023: 303 · 2022: 283 · 2021: 465 · 2020: 384
FWCI: 375.16
Type: book chapter
Language: en
Open access: bronze
doi.org
Licence: www.cambridge.org/core/terms (unspecified)
Locations: The Psychology of learning and motivation/The psychology of learning and motivation (publishedVersion)
Cambridge University Press eBooks (publishedVersion)
Oxford University Press eBooks (publishedVersion)
Routledge eBooks (publishedVersion)
The Annual Report of Educational Psychology in Japan (publishedVersion)
HAL (submittedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Education › Online and Blended Learning
Keywords: multimedia learning, multimedia teaching, multimedia design principles, coherence principle, signaling principle, redundancy principle, spatial contiguity, temporal contiguity, modality principle, generative processing, science of learning

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

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Multimedia Learning

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Self-check

Citations

Cites

Cited by

Related

Metadata

Record

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