| Sumario: | This paper reviews 12 research-based principles for how to design computer-based multimedia instructional materials to promote academic learning, starting with the multimedia principle (yielding a median effect size of d = 1.67 based on five experimental comparisons), which holds that people learn better from computer-based instruction containing words and graphics rather than words alone. Principles aimed at reducing extraneous processing (i.e., cognitive processing that is unrelated to the instructional objective) include coherence ( d = 0.70), signalling ( d = 0.46), redundancy ( d = 0.87), spatial contiguity ( d = 0.79) and temporal contiguity ( d = 1.30). Principles for managing essential processing (i.e., mentally representing the essential material) include segmenting ( d = 0.70), pre-training ( d = 0.46) and modality ( d = 0.72). Principles for fostering generative processing (i.e., cognitive processing aimed at making sense of the material) include personalization ( d = 0.79), voice ( d = 0.74) and embodiment ( d = 0.36). Some principles have boundary conditions, such as being stronger for low- rather than high-knowledge learners.
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