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Cited by 364

The DOI matches its Crossref record; 18 of the 18 references it cites were found in a registry or an index.

Principles for Reducing Extraneous Processing in Multimedia Learning: Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity Principles

Mayer, Richard E., Fiorella, Logan·2014·The Cambridge Handbook of Multimedia Learning
DOI 10.1017/cbo9781139547369.015
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Abstract

The term multimedia principle refers to the robust research finding that learning with words and pictures is more effective than learning with words alone. It should be noted that the multimedia principle refers generally to the (positive) impact of visual and verbal information on learning outcomes. However, basic principles and advanced principles of multimedia learning have been synthesized that provide a more nuanced approach to understanding how multimedia materials can be formatted for optimal impact and how learner strategies and processes can combine with multimedia materials to determine learning outcomes. That is, the multimedia principle provides a context for work that examines when, how, why, and under what conditions the multimedia principle applies. Research findings demonstrating the multimedia principle are consistent with the predictions of cognitive models of multimedia learning. Implications for instructional design and directions for future research are also discussed.

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Metadata

Authors
Mayer, R. E., & Fiorella, L.
Venue
The Cambridge Handbook of Multimedia Learning
Publisher
Cambridge University Press
Published
2014-07-28
Pages
279-315
DOI
10.1017/cbo9781139547369.015
OpenAlex
W4250922876
Cited by
364
References
18
FWCI
26.51
Type
book chapter
Language
en
Open access
closed

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