Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-jn8rn Total loading time: 0 Render date: 2024-12-26T15:24:27.196Z Has data issue: false hasContentIssue false

12 - Principles for Reducing Extraneous Processing in Multimedia Learning : Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity Principles

Published online by Cambridge University Press:  05 June 2012

By
Richard E. Mayer
Edited by
Richard Mayer
Richard E. Mayer
Affiliation:
University of California, Santa Barbara
Richard Mayer
Affiliation:
University of California, Santa Barbara
Get access

Summary

Abstract

Extraneous overload occurs when essential cognitive processing (required to understand the essential material in a multimedia message) and extraneous cognitive processing (required to process extraneous material or to overcome confusing layout in a multimedia message) exceeds the learner's cognitive capacity. Five multimedia design methods intended to minimize extraneous overload are the coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. The coherence principle is that people learn more deeply from a multimedia message when extraneous material is excluded rather than included. This principle was supported in 10 out of 11 experimental tests, yielding a median effect size of 1.32. The signaling principle is that people learn more deeply from a multimedia message when cues are added that highlight the organization of the essential material. This principle was supported in three out of three experimental tests, yielding a median effect size of 0.60. The redundancy principle is that people learn more deeply from graphics and narration than from graphics, narration, and on-screen text. This principle was supported in 10 out of 10 experimental tests, yielding a median effect size of 0.69. The spatial contiguity principle is that people learn more deeply from a multimedia message when corresponding words and pictures are presented near rather than far from each other on the page or screen. This principle was supported in eight out of eight experimental tests, yielding a median effect size of 1.11. The temporal contiguity principle is that people learn more deeply from a multimedia message when corresponding animation and narration are presented simultaneously rather than successively.

Type
Chapter
Information
The Cambridge Handbook of Multimedia Learning , pp. 183 - 200
Publisher: Cambridge University Press
Print publication year: 2005

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Baggett, P. (1984). Role of temporal overlap of visual and auditory material in forming dual media associations. Journal of Educational Psychology, 76, 408–417CrossRefGoogle Scholar
Baggett, P., & Ehrenfeucht, A. (1983). Encoding and retaining information in the visuals and verbals of an educational movie. Educational Communications and Technology Journal, 31, 23–32Google Scholar
Brunken, R., Plass, J. L., & Leutner, D. (2003). Direct measurement of cognitive load in multimedia learning. Educational Psychologist, 38, 53–62CrossRefGoogle Scholar
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum AssociatesGoogle Scholar
Cortina, J. M., & Nouri, H. (2000). Effect size for ANOVA designs. Thousand Oaks, CA: SageCrossRefGoogle Scholar
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293–332CrossRefGoogle Scholar
Craig, S. D., Gholson, B., & Driscoll, D. M. (2002). Animated pedagogical agents in multimedia educational environments: Effects of agent properties, picture features, and redundancy. Journal of Educational Psychology, 94, 428–434CrossRefGoogle Scholar
Harp, S. F., & Mayer, R. E. (1997). The role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest. Journal of Educational Psychology, 89, 92–102CrossRefGoogle Scholar
Harp, S. F., & Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90, 414–434CrossRefGoogle Scholar
Hegarty, M., Carpenter, P. A., & Just, M. A. (1996). Diagrams in the comprehension of scientific texts. In Barr, T., Kamil, M. L., Mosenthal, P., & Pearson, P. D. (Eds.), Handbook of reading research, Volume II (pp. 641–668). Mahwah, NJ: ErlbaumGoogle Scholar
Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351–3713.0.CO;2-6>CrossRefGoogle Scholar
Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 126–136CrossRefGoogle Scholar
Loman, N. L., & Mayer, R. E. (1983). Signaling techniques that increase the understandability of expository prose. Journal of Educational Psychology, 75, 402–412CrossRefGoogle Scholar
Lorch, R. F. Jr. (1989). Text signaling devices and their effects on reading and memory processes. Educational Psychology Review, 1, 209–234CrossRefGoogle Scholar
Mautone, P. D., & Mayer, R. E. (2001). Signaling as a cognitive guide in multimedia learning. Journal of Educational Psychology, 93, 377–389CrossRefGoogle Scholar
Mayer, R. E. (1989). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81, 240–246CrossRefGoogle Scholar
Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University PressCrossRefGoogle Scholar
Mayer, R. E., & Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83, 484–490CrossRefGoogle Scholar
Mayer, R. E., & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84, 444–452CrossRefGoogle Scholar
Mayer, R. E., Bove, W., Bryman, A., Mars, R., & Tapangco, L. (1996). When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. Journal of Educational Psychology, 88, 64–73CrossRefGoogle Scholar
Mayer, R. E., Heiser, H., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93, 187–198CrossRefGoogle Scholar
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 43–52CrossRefGoogle Scholar
Mayer, R. E., Moreno, R., Boire, M., & Vagge, S. (1999). Maximizing constructivist learning from multimedia communications by minimizing cognitive load. Journal of Educational Psychology, 91, 638–643CrossRefGoogle Scholar
Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning?Journal of Educational Psychology, 86, 389–401CrossRefGoogle Scholar
Mayer, R. E., Steinhoff, K., Bower, G., & Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text. Educational Technology Research and Development, 43, 31–43CrossRefGoogle Scholar
Mousavi, S. Y., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87, 319–334CrossRefGoogle Scholar
Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91, 358–368CrossRefGoogle Scholar
Moreno, R., & Mayer, R. E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia messages. Journal of Educational Psychology, 92, 117–125CrossRefGoogle Scholar
Moreno, R., & Mayer, R. E. (2002a). Verbal redundancy in multimedia learning: When reading helps listening. Journal of Educational Psychology, 94, 156–163CrossRefGoogle Scholar
Moreno, R., & Mayer, R. E. (2002b). Learning science in virtual reality multimedia environments: Role of methods and media. Journal of Educational Psychology, 94, 598–610CrossRefGoogle Scholar
Paas, F., Tuovinen, J. E., Tabbers, H., & Gerven, P. W. M. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38, 63–72CrossRefGoogle Scholar
Sweller, J. (1999). Instructional design in technical areas. Camberwell, Australia: ACER PressGoogle Scholar
Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12, 185–233CrossRefGoogle Scholar
Sweller, J., Chandler, P., Tierney, P., & Cooper, M. (1990). Cognitive load and selective attention as factors in the structuring of technical material. Journal of Experimental Psychology: General, 119, 176–192CrossRefGoogle Scholar
Tindall-Ford, S., Chandler, P., & Sweller, J. (1997). When two sensory modalities are better than one. Journal of Experimental Psychology: Applied, 3, 257–287Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×