Research-based principles for the design of instructional messages

Abstract

Multimedia explanations are communications using words and pictures to explain how something works, including animation and narration in computer-based environments or text and illustrations in book-based environments. A cognitive theory of multimedia learning reveals a concurrence requirement for meaningful learning, in which corresponding verbal and pictorial representations must be held in working memory at the same time. Based on a theory-based research program, I propose five design principles: multimedia principle, to use words and pictures rather than words alone; contiguity principle, to place words close to corresponding pictures on a page or to present narration concurrently with corresponding animation; coherence principle, to minimize extraneous words, pictures, and sounds; modality principle, to present words as speech rather than as on-screen text; and individual differences principle, to use these design principles particularly for low-experience rather than high-experience learners and for high-spatial rather than low-spatial learners. Multimedia messages offer great potential for improving the effectiveness of communication, but only to the extent that their design is based on theory and research.