Researchers of cognitive load theory and the cognitive theory of multimedia learning have identified several strategies to optimize instructional materials. In this review article we focus on five of these strategies or solutions to problematic instructional designs in multimedia learning: (a) the multimedia principle (use visualizations and…

Due to the ever-increasing leveraging of technology in learning and human performance, multimedia e-learning continues to see rapid adoption as an instructional method for both business and formal education environments. Cognitive load theory (CLT) and the cognitive theory of multimedia learning (CTML) provide prescriptive strategies to optimize…

This quasi-experimental study aims to compare the effects of using combinations of written text, animation and narration in multimedia courseware. 114 sixth grade students assigned in three conditions were participated in the study. Three versions of the courseware with combinations of animation, text and narration were developed taking modality…

Multimedia instruction, the combination of pictures and words to produce meaningful learning, involves attention, selection, organization, and integration of new information with previously learned information. Because there is a large, theory-based literature supporting the effectiveness of multimedia instruction, we proposed that multimedia…

System pausing at pre-determined positions during multimedia presentations can enhance multimedia learning. However, the pause positions are usually set up based on the structure of the learning material (e.g., segmentation principle) rather than on the complexity of its different sections (as determined by levels of element interactivity,…

Background: Virtual reality (VR) is considered a promising approach to support learning. An instructional design is essential to optimize cognitive processes. Studies show that VR has unique instructional and pedagogical requirements. Objectives: To evaluate the effectiveness and applicability of the modality principle, which was previously…

Hundreds of thousands of K-12 children in the United States are enrolled in online K-12 virtual schools that consistently report poor academic outcomes. There is a need to assess how well instructors in a synchronous online environment present new material to learners in a way that best aligns with how the brain manages and integrates new…

This analysis investigates two differential "PowerPoint" slide designs--presentation and teleprompter--for multimedia learning. Eye tracking measures assessed differences in fixations. Participants demonstrated greater fixation counts for teleprompter slides, measures of aesthetic liking evidenced that slides incorporating imagery…

Multiple external representations (MERs) play an important role in the learning field of mathematics. Whereas the cognitive theory of multimedia learning and the integrative text and picture comprehension model assume that the heterogeneous combination of symbolic and analogous representations fosters learning; the design, functions, and tasks…

Unlike the other studies on emotional design in multimedia learning, the present study differentiated the two confounding variables of visual interface design and structured content to manipulate the instructional material. Specifically, we investigated how the visual aesthetics of positive emotional interface design influenced learners' cognitive…

Arousal has been found to increase learners' attentional resources. In contrast, seductive details (interesting but learning-irrelevant information) are considered to distract attention away from relevant information and, thus, hinder learning. However, a possibly moderating role of arousal on the seductive detail effect has not been examined yet.…

The creation of multimedia assets for online courses is a time-intensive endeavor. Faculty have limited access to instructional designers for this and other course design functions. This study sought to determine if multimedia use in course design contributes positively to student performance or their perception of the online learning experience,…

The segmenting effect states that people learn better when multimedia instructions are presented in (meaningful and coherent) learner-paced segments, rather than as continuous units. This meta-analysis contains 56 investigations including 88 pairwise comparisons and reveals a significant segmenting effect with small to medium effects for retention…

Quality of instruction within media-rich environments is an important aspect of the online learning process. Instructors need to avoid the presentation of confusing content caused by diverse forms of media, which can induce higher levels of extraneous processing and negatively affect germane cognitive load. Maintaining high levels of germane load…

This study examined students' ability to select and pay attention to appropriate learning material when exposed to an instructional lesson delivered with an animated PowerPoint presentation (i.e., information presented one part at a time instead of all at once). A total of 169 students were randomly assigned to watch a multimedia presentation that…