Audiences learn better when extraneous words, pictures and sounds are excluded.

• Include only graphics, text, and narration that support learning goals. • Don’t use background music. • Use simple visuals.

Audiences learn better when cues that highlight the organization of the essential material are added.

• Use arrows, highlighting, and other signals to draw attention to important information. • Include a slide that indicates the organization of your presentation and refer back to it when you advance to a new section.

People learn better from graphics and narration than from graphics, narration and on screen text.

speaker should mimimise text, if necessary, to attempt a word count of up to fifteen words per slide, not exceed four to five lines per slide, and use symbols for reducing the word count.

• When delivering a narrated presentation, use either graphics or text,but not both. • Minimize the use of text during a narrated presentation.

Audiences learn better when the presentation slide related text and images are near each other

Related points should be presented together in the show and not distanced by space/time.

• Place text in close proximity with the graphics it refers to. • Provide feedback close to the questions or answers it refers to. • Present directions on the same screen as an activity. • Have people read any text before beginning an animated graphic.

Audiences learn better when the presentation slide related text and images are presented simultaneously.

Related points should be presented together in the show and not distanced by space/time.

• Time the narration appropriately to play along with the animations.

Audiences learn better from a multimedia lesson that is presented in user-paced segments rather than as a continuous unit.

Different audiences naturally have different levels and rates of comprehension.

• Allow users to control the pace of the lesson. • Break down long segments of material into smaller pieces.

Audiences learn better from a multimedia lesson when they know the names and characteristics of the main concepts to be discussed.

Throughout the presentation, the main points to be driven across should be used as slide titles, with graphics and/or short bullets in all presentations as an aide memoire, along with the use of summary slides at key points if required.

• Define key terms (such as names, definitions, locations, and characteristics) before beginning a process-based presentation, either in a separate presentation, handout, or similar material.

During a narrated presentation with graphics, avoid using on-screen text, unless it: • Lists key steps • Provides directions • Provides references • Presents important information to non-native English speakers

Reducing extraneous processing

Managing essential processing

fostering generative processing

• Include images to illustrate key points. • Ensure that all images enhance/clarify meaning. • Favor static images over animations (with some exceptions).

Audiences learn better from multimedia lessons when words are in conversational style rather than formal style.

• Use contractions. • Use first and second person (“I,” “you,” “we,” “our,” etc.). • If using a script, try to sound natural. • Use polite speech (“please,” “you might like to,” “let’s,” etc.).

Audiences learn better when the narration is spoken in a friendly human voice rather than a machine voice.

The ease with which a speaker gives a presentation depends on knowledge of the topic at hand, self-confidence and practice.

• Include narration that is performed by a human rather than a computer.

People do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen.

• Avoid including a video of yourself during an asynchronous multimedia presentation containing pictures and words. • Consider including your face when: • There are no words or pictures. • You wish to establish instructor or social presence.