This document discusses six principles of multimedia learning: the modality, contiguity, redundancy, coherence, and personalization principles. The modality principle states that combining visuals and audio leads to better recall than using just one modality. The contiguity principle indicates text and graphics should be presented close together. The redundancy principle is that presenting graphics, narration, and on-screen text simultaneously divides learner attention and is not as effective as using visuals and audio alone.

1. Education 101
Application of Principles

2. Introduction to the Multimedia
Principles
• Six Multimedia Principles (Clark & Mayer,
2008)
– Multimedia principle
– Contiguity principle
– Modality principle
– Redundancy principle
– Coherence principle
– Personalization principle

3. Modality Principle
• Auditory presentation results in better recall
(Moreno & Mayer, 1999)
Examples:
Learners have a superior recall for The modality effect was
lists of items when they are observed when only
presented in visual and auditory statements rather than
modalities rather than in just one diagrams and statements were
modality (Clarke & Mayer, 2008). presented to students. This
means that dual presentation
modalities activates both
auditory and visual memory
increasing information
retention (Clarke & Mayer,
2008).

4. Contiguity Principle
• Text should be close to graphics to achieve the
best learning results (Clarke & Mayer, 2008)
• Temporal contiguity effect: presentation of
visual and spoken materials simultaneously.
• Spatial contiguity effect: visual and printed
materials are presented physically close to each
other.
Contiguous Effective
visual
text multimedia

5. Redundancy Principle
• Mixing graphics, narration and text is not
conducive to a superior learning experience
(Lyles, 2010).
• Presenting learners with graphics, narration
and text simultaneously forces them to divide
their attention between the three forms of
media.
• Better learning when visuals are explained by
audio alone

6. References
Clark, R., & Mayer, R. (2008). E-learning and the science of instruction: Proven
guidelines for consumers and designers of multimedia learning (2nd
ed.).San Francisco, CA: Pfeiffer.
Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia
learning: The role of modality and contiguity. Journal Of Educational
Psychology, 91(2), 358-368. doi:10.1037/0022-0663.91.2.358
Lyles, M. M. (2010). Multimedia design in social science: The modality and
redundancy principles. University of Northern Colorado). ProQuest
Dissertations and Theses, , 157. Retrieved from
http://search.proquest.com/docview/734813329?accountid=35812.
(734813329).