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Multimedia foundations – combining text and images

When implementing multimedia in your education, there are a number of evidence informed principles you can consider to make sure that multimedia is implemented effectively. This page will focus on some different forms of information processing, and (its implications for) Mayer’s multimedia principles. You can use some or all of these principles to shape the use of multimedia in your education. Please also find more information about creating a video and creating lecture slides. 

Where these principles stem from

The cognitive theory of multimedia learning is based on the notion that words and pictures should be presented together (Mayer, 2014). The general idea is that two different pathways can process two different types of information:

  1. Visual / pictorial and 
  2. Auditory / verbal. 

There is consistent evidence that the combination of words and pictures results in the best results in information transfer in fields such as information retention (Cuevas et al., 2002; Fiore et al., 2003; Mayer, 1989; Mayer & Anderson, 1991, 1992)

Processing information

Mayer’s (2014) multimedia principles are linked to three main instructional goals, that relate to the processing capacity (i.e., the ‘cognitive load’) of a learner. Different forms of processing can impact that processing capacity: extraneous, essential, and generative processing. 

  • Firstly, extraneous processing is unrelated to the instruction's goal, and should therefore be minimised, which is the first main instructional goal. Mainly, extraneous overload is caused by poor design of the instruction. 
  • Secondly, essential processing is the processing related to forming a mental representation of the essential material as it is presented. Essential processing should be managed to avoid overload, which is the second main instructional goal. Unnecessary complex material could cause essential overload. 
  • Lastly, generative processing concerns making sense of the instructional material and should be fostered (third main instructional goal). This form of processing is related to the learners' motivation to learn. 

Multimedia principles

Mayer (2014) describes fifteen multimedia principles, as listed in the table below. These principles are grouped per goal (linked to different forms of processing information), and per principle. A description is given to clarify the principle. 

Goal Representative principle Short description Application in education
Minimize extraneous processing Coherence principle Eliminate extraneous material. When you design learning materials, pay attention on how to simplify them. For instance when adding visual elements, ask yourself if they support learning or comprehension? If not, it is recommended to not add them.
Signalling principle Highlight essential material. When you design learning materials, it is recommended to highlight important pieces of information. For example in your slides, use highlights or bold markings for key subjects. Another application is to have a slide to separate different topics; signalling that another topic is coming up. In using visuals, you can think of indicating important parts using arrows.
Redundancy principle Do not add printed text to spoken text. When you design slides for a lecture or knowledge clip, it is recommended to not use printed text that is similar to the spoken text. Alternatively, you might want to include a representative visual.
Spatial contiguity principle Place printed text near corresponding graphic. When you design learning materials, you can apply this principle by placing relevant text and visuals close together on the slide or page. In this way, students know where to look for information instead of having to look for it.
Temporal contiguity principle Present narration and corresponding graphic simultaneously. When you design slides for a lecture or knowledge clip, make sure the visual is shown at the same time as you are explaining it (not presenting it e.g. in consecutive order).
Segmenting principle Break presentation into parts. When you design learning materials, be aware to present information in segments. Ideally, students are allowed to 'control' their learning by for instance changing the speed of a video.
Manage essential processing Pre-training principle Describe names and characteristics of key elements before the lesson. Before you start on the course, or even a certain learning activity, it is recommended to think of what basic information students need to know. By offering this information in e.g. the study guide, or by creating a cheat sheet, students can familiarise themselves with the basics before the course/learning activity.  
Modality principle Use spoken rather than printed text. When you design slides for a lecture or knowledge clip, it is recommended to rely on visuals more than text. Combining visuals and too much text might become overwhelming to students.
Multimedia principle Use words and pictures rather than words alone. When you design learning materials, try to incorporate meaningful visuals to further clarify information / a certain topic, rather than just using text.
Foster generative processing Personalisation principle Put words in conversational style. When lecturing or in a knowledge clip, using a more informal tone of voice will improve the learning experience. Personalisation can also be enhanced by using the first person (e.g. you, I, our). 
Voice principle Use human voice for spoken words. A human voice is preferred over an automated (computer) voice. This can be considered when creating e.g. knowledge clips or animations. 
Embodiment principle Give on-screen characters humanlike gestures. When you record a knowledge clip, video or animation, it is recommended to increase embodiment by e.g. making eye contact or using hand gestures. 
Guided discovery principle Provide hints and feedback as learner solves problems. It is recommended to combine the discovery (learning) process with offering guidance to students, ideally integrated in the learning environment. Consider the option to add hints and/or feedback to your quizzes (e.g. Brightspace Quiz), or to integrate questions with feedback in your video (e.g. H5P).
Self-explanation principle Ask learners to explain a lesson to themselves. When you design a learning activity, it is recommended to prompt students to explain some parts, enhancing their learning process. You could implement this by asking students to self-explain some parts of the lecture (e.g. using Vevox).
Drawing principle Ask learners to make drawings for the lesson. As a(n) (additional) learning activity, you can have students create a drawing. It increases their learning process. Active engagement is needed in drawing to translate (spoken textual) information into a drawing representing (relationships between) elements included in the information. You could incorporate this as a closing activity at the end of a lecture. 

*Based on: Table 3.7, Three instructional goals in multimedia learning (Mayer, 2014)

How to get help

Do you have any questions about these principles? Reach out to the educational advisors at your faculty or contact teaching support for 1-on-1 guidance.

Relevant resources

References

  • Cuevas, H. M., Fiore, S. M., & Oser, R. L. (2002). Scaffolding cognitive and meta-cognitive Processes in low verbal ability learners: Use of diagrams in computer based training Environments. Instructional Science, 30(6), 433-464. https://doi.org/10.1023/A:1020516301541
  • Fiore, S. M., Cuevas, H. M., & Oser, R. L. (2003). A picture is worth a thousand connections: The facilitative effects of diagrams on mental model development and task Performance. Computers in Human Behavior, 19(2), 185-199. https://doi.org/10.1016/S07475632(02)00054-7​​​​​​​
  • Mayer, R. E. (1989). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81(2), 240-246. https://doi.org/10.1037/0022-0663.81.2.240
  • Mayer, R. E. (2014). The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology) (2nd ed.). Cambridge University Press.
  • Mayer, R. E., & Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual- coding hypothesis. Journal of Educational Psychology, 83(4), 484-490. https://doi.org/10.1037/0022-0663.83.4.484
  • 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(4), 444-452. https://doi.org/10.1037/0022-0663.84.4.444