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2 results

  • 14 - Principles for Reducing Extraneous Processing in Multimedia Learning

  • from Part IV - Principles for Reducing Extraneous Processing in Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara, Logan Fiorella, University of Georgia
  • Book: The Cambridge Handbook of Multimedia Learning
  • Published online: 19 November 2021
  • Print publication: 09 December 2021, pp 185-198

  • Summary

    Extraneous processing occurs when suboptimal instructional design causes learners to engage in cognitive processing irrelevant to the instructional goal. This chapter explores five principles for reducing extraneous processing in multimedia learning: coherence, signaling, redundancy, spatial contiguity, and temporal contiguity. The coherence principle is that people learn better when extraneous information is excluded from multimedia lessons. The signaling principle is that people learn better when cues are added to highlight the organization of the essential information. The redundancy principle is that people learn better when multimedia lessons include graphics and spoken text rather than graphics, spoken text, and printed text. The spatial contiguity principle is that people learn better when words and corresponding graphics are physically integrated rather than separated. The temporal contiguity principle is that people learn better when words and corresponding graphics are presented simultaneously rather than sequentially.

  • 16 - The Worked Examples Principle in Multimedia Learning

  • from Part III - Advanced Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book: The Cambridge Handbook of Multimedia Learning
  • Published online: 05 August 2014
  • Print publication: 28 July 2014, pp 391-412

  • Summary

    Extraneous overload occurs when essential cognitive processing (required to understand the essential material in a multimedia message) and extraneous cognitive processing (required to process extraneous material or to overcome confusing layout in a multimedia message) exceed the learner's cognitive capacity. According to the cognitive theory of multimedia learning, the five ways to handle an extraneous overload situation are to: eliminate extraneous material (coherence principle), insert signals emphasizing the essential material (signaling principle), eliminate redundant printed text (redundancy principle), place printed text next to corresponding parts of graphics (spatial contiguity principle), and eliminate the need to hold essential material in working memory for long periods of time (temporal contiguity principle). The research reviewed in this chapter shows that instructional designers should be sensitive to the limitations of working memory by being careful about the amount and layout of information that is presented to learners.