Combining words with relevant graphics or animations enhances learning by reducing cognitive load.

The multimedia principle states that people learn more deeply from words and pictures than from words alone. This principle suggests that incorporating relevant visuals and audio into learning materials can help learners to construct better mental models and improve their understanding.

Presenting essential information in both visual and auditory formats simultaneously can lead to cognitive overload.

The redundancy principle states that people learn more deeply when extraneous words are excluded rather than included. This principle suggests that designers should avoid using repetitive or redundant information in learning materials to reduce extraneous cognitive load and help learners to focus on the essential content.

Presenting corresponding words and graphics simultaneously rather than successively can improve learning outcomes.

The temporal contiguity principle states that people learn more deeply when corresponding words and pictures are presented simultaneously rather than successively. This principle suggests that designers should present words and graphics at the same time to reduce extraneous cognitive load and help learners to make connections between them.

Introducing key concepts before the main lesson can help reduce cognitive load during the learning process.

The pre-training principle states that people learn more deeply when they have some prior knowledge of the essential material before it is presented in a multimedia message. This principle suggests that designers should provide learners with some background knowledge or context before presenting new information to help them to understand it better.

Using conversational style and human voice in multimedia presentations can improve learning outcomes.

The personalization principle states that people learn more deeply when the material is presented in a conversational style rather than a formal style. This principle suggests that designers should use conversational language, informal tone, and personal pronouns to make the learning materials more engaging and accessible to learners.

High-quality images that are relevant to the content can enhance learning by reducing extraneous cognitive load.

adding relevant images to text can enhance learning by helping learners build mental models and improve comprehension. Images should be closely integrated with the text, placed near the corresponding text, and should not contain extraneous details that could distract learners. The use of relevant images can aid in reducing cognitive load and facilitate better retention of information.

Narration by a human voice is more effective than a machine-generated voice in multimedia presentations.

The voice principle states that people learn more deeply when the material is presented with a human voice rather than a computerized voice. This principle suggests that designers should use human voices for narration or audio explanations in learning materials to make them more engaging, relatable, and effective for learners.

Presenting information in both visual and auditory formats is more effective than using only one format.

The modality principle states that people learn more deeply when they process verbal material in a verbal manner and visual material in a visual manner. This principle suggests that designers should present textual information as audio narration and visual information as images or animations to help learners to process it more effectively.

Breaking down multimedia content into smaller segments allows learners to process information more effectively.

The segmenting principle states that people learn more deeply when material is presented in user-paced segments rather than as a continuous whole. This principle suggests that designers should break down complex information into smaller, manageable chunks to help learners to process and retain it more effectively.

When words and corresponding graphics are presented close to each other, it enhances learning by reducing cognitive load.

The spatial contiguity principle states that people learn more deeply when corresponding words and pictures are presented near rather than far from each other on the page or screen. This principle suggests that designers should place corresponding text and graphics close to each other to reduce extraneous cognitive load and help learners to make connections between them.

Highlighting essential information through cues like arrows or other visual aids can help learners focus on important content.

The signaling principle states that people learn more deeply when cues that highlight the essential material are added. This principle suggests that designers should use signaling techniques such as highlighting, arrows, or boxes to draw learners’ attention to important information.

Extraneous material should be excluded from multimedia presentations as it can cause cognitive overload.

The coherence principle states that people learn more deeply when extraneous material is excluded rather than included. This principle suggests that designers should remove irrelevant or distracting information from learning materials to help learners to focus on the essential content.