Meyer's 12 Principles of Multimedia Learning

 Meyer's Principles of Multimedia Learning 

When teaching asynchronously, it's essential to design experiences that actively connect learners with the material, even in the absence of real-time face to face interaction. Meyer's principles strengthen structure and consistency in the online learning environment. In Multimedia Learning (Cambridge University Press, 2001), Richard E. Mayer introduces twelve evidence-based principles that guide the effective design and organization of multimedia instruction. These principles create effective learning by minimizing cognitive load by using multimedia effectively, so that content is coherent, consistent, and engaging. 

1. Multimedia Principle 

Mayer's Multimedia Principle states that people learn better from words and pictures than from words alone. 

People learn best from a combination of words and pictures. Instructional designers should use words (text or narration) and visuals (images, animations, or videos) rather than only one channel. Presenting information in multiple formats helps learners process and integrate information more effectively.

How to apply the multimedia principle:

• Use a mix of text and images.
• Incorporate visuals to illustrate key points in the eLearning program.
• Instead of using images for the sake of it, double-check that the visuals clarify meaning or enhance comprehension.

 2. Coherence Principle: Minimize extraneous words, pictures and sounds are excluded rather than included. Enhance learning by combining words and pictures in multimedia content. This principle emphasizes that people retain information more effectively when visual elements accompany textual explanations.

• Use only graphics, text, and narration that directly support learning objectives.

• Use for simple diagrams, infographics, or other visuals.

• Avoid using background music.

Learning is more effective when irrelevant words, images, and sounds are minimized or excluded. In asynchronous course design, simplify the presentation by omitting background music and unnecessary visuals. Ensure that words and visuals are closely aligned and complements each other. This approach helps students concentrate on essential topics, such as the impact of greenhouse gas emissions on rising global temperatures.

 3. Signaling Principle: Learning is more effective when cues that highlight the organization of the essential material are added - draw attention to vital information.

Instructional designers should make it easy for students by highlighting what’s important. Too much information on the screen confuses the learner, making it harder to work out the most critical elements.

Apply the signaling principle:

• Emphasize key points with arrows, callouts, highlights or bold text.

 4. Redundancy Principle: People learn better from graphics and narration than from graphics, narration and on-screen text. 

The redundancy principle suggests that we learn best from a combination of spoken words and graphics. Add on-screen text, and you risk overwhelming students. Therefore, designers should avoid presenting the same information in multiple formats simultaneously. Redundant information can create overload and gets in the way of learning.

Apply the redundancy principle:

• Use graphics or text to complement spoken presentations. Avoid using both at the same time. 
• Minimize the use of on-screen text in narrated presentations. Instead, focus on images or graphics.

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5. Spatial Contiguity Principle: Learning is effective when corresponding words and pictures are presented near the text on the page or screen. 

Mayer says text and visuals should be presented close together on the screen to maximise learning. L&D professionals should align visuals and text, so learners can more easily understand the relationships between them. Avoid spatially separating text from related graphics or animations.

Apply the spatial contiguity principle:

• Keep text and visuals close to each other in the frame.  
• Place any feedback next to the relevant questions or answers.
• Ensure directions are presented on the same screen as an activity.

6. Temporal Contiguity Principle: Learning is best when corresponding words and pictures are presented simultaneously rather than successively. 

This principle suggests that students learn best when words and pictures are presented at the same time rather than sequentially. Simultaneous presentation allows learners to process the information together and build meaningful connections. For example, students shouldn’t learn about a process and then watch an animation about it afterwards. Instead, designers should ensure the voiceover plays along with the animation.

Apply the temporal contiguity principle:

• Ensure voiceovers are timed with visuals or animations.
• Place text and pictures on the same screen

 7. Segmenting Principle: People learn better from a multimedia lesson is presented in user-paced segments rather than as a continuous unit. 

Mayer found that better learning outcomes are achieved when information is segmented, and students have control over the pace. For developers, this means breaking down complex information into smaller, manageable chunks. Present the information in a step-by-step approach, allowing learners to process each segment independently and build understanding gradually.

Apply the segmenting principle:

• Organize content in manageable, coherent bite-sized chunks.
• Ensure that not one lesson, module, or slide has too much information packed in.
• Allow users to control the pace of instruction with next buttons or speed controls.

 8. Pre-training Principle: People learn better from a multimedia lesson when they know the names and characteristics of the main concepts. 

When it comes to multimedia learning, this principle states that people learn better when they already know the basics. Often, this means understanding definitions, terms or critical concepts before diving into the details. For example, you can’t expect a student to complete a task using Excel if they have no experience in the software.

Instructional designers should give learners an overview of key concepts before presenting the main content. Pre-training activates prior knowledge and primes learners to understand better and retain new information.

Apply the pre-training principle:

• Develop an introductory module to explain key concepts before starting the main program.
• Consider preparing a cheat sheet of terms and definitions to accompany the course.
• Ensure that students know how to use any tools needed to complete tasks within the course.

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 9. Modality Principle: People learn better from graphics and narrations than from animation and on-screen text. 

 The modality principle says that students experience deeper learning from visuals and spoken words than text and visuals. This doesn’t mean you shouldn’t have text on the screen. It’s more about ensuring a balance, as too much text can overwhelm students.

Designers should use visual and auditory channels based on the content and the learner’s preferences. Consider using animations or images to illustrate dynamic processes and narration to explain complex concepts.

Apply the modality principle:

• Limit the use of text by complementing text with visuals, images, and voice overs. 
• During a narrated presentation with visuals, use text to list steps or directions. 

• 10. Voice Principle: People learn better from words and pictures than from words alone. This principle is straightforward. People learn better when real presenters rather than machines make voice overs. Although we are all used to Siri and Alexa, it seems we still prefer a friendly, human touch.  

Apply the voice principle:

• Narrate your own audio content or use voiceover.
• Ensure you have high quality equipment, audio editing software, or use AI audio tools.

11. Personalization Principle: Learning is effective with multimedia lessons when words are in conversational style rather than formal style. 

The personalization principle is another common sense one. Learning with multimedia works best when it’s personalized and focused on the user. For designers, this means speaking in the first person (I, you, we, our). Avoid formal language and instead use a conversational tone to engage learners. Imagine you are in the room speaking with students.

Apply the personalization principle

• Use accessible common language in your content 
• Consider the demographics of your target audience and tailor use of language accordingly.

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• Consider the demographics of your target audience and tailor your language 12. Image Principle: People do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen.  Mayer points out that the research is still in its early stages. However, the image principle suggests people may not learn better from talking head videos. High-quality, complementary visuals can often be more effective than having a speaker’s image.

Apply the Image Principle:

• Consider using talking head videos initially to develop connections and build trust only. 
• After that, select relevant and meaningful images that align with the instructional content.