The document outlines research-based principles of multimedia design, including reducing extraneous processing by avoiding overloading learners with unimportant information, managing essential processing by not assuming learners have prior knowledge, and fostering generative processing by involving learners and motivating them to engage with the material. It provides examples and further information on principles like coherence, signaling, redundancy, contiguity, segmenting, pre-training, modality, personalization, voice, and image.

1. Research-Based Principles of Multimedia Design
Click a link to learn more about each category.
Manage Essential Processing
Foster Generative Processing
Reduce Extraneous Processing

2. Reduce Extraneous Processing
Multimedia should not “overload” a learner by forcing them to
process too much information, or unimportant information.
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Coherence
Contiguity
Signaling
Redundancy

3. Coherence
Eliminate extraneous material (“fluff”) so that only the
most important and relevant information is presented.
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This slide has too much going on and
distracts from the important info, which
can confuse viewers.
This video explains coherence in more
detail.

4. Signaling
Provide clear cues to call attention to the most important
or relevant information for learners in a presentation.
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The key word of each point is in bold, drawing the
reader's eye and emphasizing the key point.
This video explains signaling in
greater depth.

5. Redundancy
Avoid presenting the same information in more than one
format (e.g. vocally, in images) in the same place.
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This video explains redundancy in more
detail.
A presenter should not just read the text onscreen
verbatim. The image on the left is the ideal
method.

6. Contiguity
Present related information close to each other both
spatially and temporally to allow learners to connect.
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This image shows that it is far easier for a learner to
process information when all relevant parts are as close
as possible to one another both in space and time.
This video explains contiguity in more
detail.

7. Manage Essential Processing
Multimedia should not expect a learner to inherently know
complicated related information in order to fully comprehend.
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Modality
Segmenting Pre-training

8. Segmenting
Provide information in smaller, easy-to-process “chunks”
or sections rather than one large, unbroken mass.
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This video explains segmenting in
more detail.Learners have an easier time when
information is broken down into clear
segments.

9. Pre-training
Give learners an opportunity to familiarize themselves
with key terms and concepts before the presentation.
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This video explains pre-training in more
detail.
Pre-training suggests that you must allow learners to
understand the smaller concepts before presenting the
whole.

10. Modality
When possible, present information vocally rather than in
a printed form, letting learners focus on visual elements.
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This video explains modality in more
depth.
Learners respond better to information that is
presented by a speaker, leaving the graphics to
speak for themselves.

11. Foster Generative Processing
Multimedia should involve the learner and motivate them to
connect with and make sense of the material.
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Image
Personalization Voice

12. Personalization
Present in an informal, conversational manner to
encourage focus and connection with the information.
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A conversational style allows learners to
feel more comfortable and connected with
the information.
This video explains personalization in
more depth.

13. Voice
Spoken information should be done so with a human
voice rather than one that is computer-generated.
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This video explains the voice principle
in more detail.Whenever possible, a real
human voice should be
used in multimedia.

14. Image
When onscreen, an “agent” should be shown displaying
human-like movement to create a sense of presence.
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This video explains image in more
detail.
Learners will respond better to a presentation if
they can see a real person moving and gesturing.