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2 results

  • 17 - The Signaling (or Cueing) Principle 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 221-230
  • View extract

    Summary

    The signaling principle, also known as cueing principle, refers to the finding that people learn more deeply from a multimedia message when cues are added that guide attention to the relevant elements of the material or highlight the organization of the essential material. In this chapter, the main findings from research on signaling or cueing in multimedia learning are reviewed, addressing the effects of incorporating cues in the text, the picture, or both. In addition, the design of cues based on successful students’ eye movements and the effects of using experts’ or students’ eye movements as cues are discussed. This chapter shows that various types of cueing can have beneficial effects on learning and discusses potential boundary conditions.

  • 15 - The Guided Discovery Learning 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 371-390
  • View abstract

    Summary

    The signaling principle, also known as the cueing principle, refers to the finding that people learn more deeply from a multimedia message when cues are added that guide attention to the relevant elements of the material or highlight the organization of the essential material. This chapter reviews the main findings from research on signaling in multimedia learning addressing the effects of incorporating cues into the text, the picture, or both. Text-based cues can consist of sentences that precede the learning materials and highlight their organization. Picture-based cues can consist, for instance, of arrows in which case they are extrinsic in the sense that an element is added to the picture. The chapter considers the design of cues based on eye movements and the effects of using eye movements as cues. The signaling principle may have some relation to other principles identified by the cognitive theory of multimedia learning as well.