Some Best Practices in Learning Media Design
The following have been shown, through research, to improve learning with the use of multimedia/e-learning modules:
Use of relevant graphics (Multimedia Principle)
- Drawing, chart, photo, diagram, animation
- Non-decorative
- Has greatest effect on novices
- Realism not a factor in learning
Place text near graphic (Contiguity Principle)
- Descriptive text
- Labels
- Brief explanations
Use audio instead of text to explain visuals (Modality Principle)
- Most beneficial when visual is complex or involves several steps
- Effective when user cannot control pacing of learning module
- Non-extraneous sound
Redundant audio and text hurts learning (Redundancy Principle)
- Graphic + audio is better than graphic + audio + text
- Redundancy increases cognitive load
Use conversational language and learning agent (Personalization Principle)
- A learning agent is an on screen avatar that addresses the learner
- The agent need not always be visible once introduced
- Conversational “I” and “you” more effective than indirect address
Chunk material into 5 to 9 topics (Cognitive Load Theory)
- The human mind has limited working memory capacity
- Novices can hold fewer ideas, experts more
Practice moves information to long term memory (Elaborative Rehearsal Theory)
- Only through rehearsal/ practice do we encode to long term memory
- Rehearsal involves active application of the content: practice
- Quizzing and feedback is one form of rehearsal
Additionally, for slide design:
Use assertions instead of topics in slide titles (Assertion-Evidence Design)
- Assert the main point being made in the slide
- Complete the slide with evidence/explanation of the assertion