
Contents
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Introduction to Multimedia Learning Introduction to Multimedia Learning
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Cognitive Theory of Multimedia Learning Cognitive Theory of Multimedia Learning
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Cognitive Theory of Multimedia Instruction Cognitive Theory of Multimedia Instruction
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Three Demands on Cognitive Capacity During Learning Three Demands on Cognitive Capacity During Learning
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Three Scenarios for Multimedia Instruction Three Scenarios for Multimedia Instruction
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Three Goals of Multimedia Instructional Design Three Goals of Multimedia Instructional Design
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Instructional Design Principles for Reducing Extraneous Processing Instructional Design Principles for Reducing Extraneous Processing
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Coherence Principle Coherence Principle
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Signaling Principle Signaling Principle
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Redundancy Principle Redundancy Principle
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Spatial Contiguity Principle Spatial Contiguity Principle
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Temporal Contiguity Principle Temporal Contiguity Principle
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Instructional Design Principles for Managing Essential Processing Instructional Design Principles for Managing Essential Processing
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Pre-training Principle Pre-training Principle
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Segmenting Principle Segmenting Principle
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Modality Principle Modality Principle
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Instructional Design Principles for Fostering Generative Processing Instructional Design Principles for Fostering Generative Processing
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Personalization Principle Personalization Principle
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Voice Principle Voice Principle
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Embodiment Principle Embodiment Principle
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Generative Activity Principle Generative Activity Principle
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The Future of Multimedia Learning The Future of Multimedia Learning
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Acknowledgments Acknowledgments
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References References
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Multimedia Learning
Get accessDepartment of Psychological and Brain Sciences, University of California, Santa Barbara
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Published:14 February 2022
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Abstract
This article defines and exemplifies multimedia learning and multimedia instruction, describes theoretical frameworks for multimedia learning and multimedia instruction, summarizes evidence-based principles for how to design multimedia instruction, and suggests future trends in multimedia research. Multimedia design principles for reducing extraneous processing include the coherence principle, signaling principle, redundancy principle, spatial contiguity principle, and temporal contiguity principle. Multimedia design principles for managing essential processing include the pre-training principle, segmenting principle, and modality principle. Multimedia design principles for fostering generative processing include the personalization principle, voice principle, embodiment principle, and generative activity principle. Research on multimedia learning represents an example of applying the science of learning to education, and stands as one of educational psychology’s success stories.
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