A Review of Multimedia Learning Principles: Split-Attention, Modality, and Redundancy Effects

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This study aims to present a literature review on three principles of multimedia learning including split attention, modality, and redundancy effects with regard to their contribution to cognitive load theory. According to cognitive load theory, information should be presented by considering excessive load on working memory. The first principle states that attending to two distinct sources of information may impose a high cognitive load, and this process is referred to as the split-attention effect (Kalyuga, Chandler Sweller, 1991, 1992). The second principle, Modality effect claims that on-screen text should be presented in an auditory form instead of visually when designing a multimedia environment (Moreno Mayer, 1999). Using more than one sensory mode augments forceful working memory that produces progressive effects on learning. The third principle redundancy effect occurs when information presented repeatedly interferes with learning. This study provides guidance how to create more effective instruction with multimedia materials for instructional designers.

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“Split attention” , “modality effect” , “redundancy effect” , “cognitive load theory” , “multimedialearning”

Mersin University Journal Of The Faculty Of Education

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Mersin University Journal Of The Faculty Of Education