Review by: Dreier, Matthias (2004-07-28)

Mayer and Moreno have studied the cognitive aspects of multimedia learning for a long time. This publication is based on several empirical studies conducted by Mayer and his team at the University of California in Santa Barbara over the past twelve years.

The authors outline a cognitive theory of multimedia learning that is primarily based on three assumptions: (1) Humans possess two separate channels for processing pictorial and verbal information, (2) the capacity of both channels is limited, and (3) meaningful learning involves building connections between pictorial and verbal representations. Mayer and Moreno describe five scenarios of cognitive overload and present nine suggestions for reducing cognitive load. Each suggestion is supported by at least one empirical study and is carefully related to the theoretical framework. A more detailed description of Mayer’s cognitive theory of multimedia learning can be found in Richard E. Mayer (2001): Multimedia Learning. Cambridge University Press. One of the suggestions for instance addresses the spatial contiguity effect: Students learn better when printed words are placed near the corresponding parts of the graphics. Similarly, the temporal contiguity effect shows that corresponding animation and narrations should be presented simultaneously rather than successively.

This publication presents nine multimedia design principles with exemplary clarity, written in a concise manner, ready to be applied by instructional designers and developers of educational software. One might argue that the principles are neither novel nor surprising. However, Mayer and Moreno excel in providing a sound theoretical framework, validating their principles with empirical results, and relating practical advice to the theoretical background.