Welcome to Part Two of our Illuminating Insights blog series, Revisiting Multimedia Learning Theory, where we’ve been doing a deep dive into educational psychologist Richard Mayer’s foundational cognitive theory of multimedia learning and its application to eLearning design.

In Part One, we discussed the three types of cognitive effort learners may exert during a multimedia learning experience:

  1. Extraneous processing: cognitive effort that does not serve the instructional goal
  2. Essential processing: cognitive effort required for the learner to store material essential to the instructional goal in working memory
  3. Generative processing: cognitive effort required to form a deep understanding of the material

According to Mayer, good multimedia learning design reduces extraneous processing, manages essential processing, and fosters generative processing.

Reduce-Manage-Foster stoplight iconIn this follow-up post, we’ll focus on Mayer’s first recommendation: reducing extraneous processing. Sometimes, a design decision will unintentionally make learners focus on irrelevant details, which prevents them from concentrating on what’s important. How can we identify and remove unneeded material that distracts and misleads? How can we design our screens and interfaces to maximize learning?

Let’s explore Mayer’s five research-backed strategies for reducing extraneous processing in multimedia learning.

Five Strategies for Reducing Extraneous Processing

Head with gears iconTo reduce extraneous processing, Mayer recommends:

      1. Removing unnecessary words, sounds, and graphics
      2. Organizing and highlighting essential material
      3. Avoiding sensory overload
      4. Placing corresponding words and graphics close to each other on the screen
      5. Presenting corresponding words and pictures simultaneously

Let’s take a deeper look at each strategy.

Scissors cuttong a filmstrip iconRemove unnecessary words, sounds and graphics

Mayer’s research shows that people learn better when irrelevant material is left out of a learning activity. While it may seem obvious, learning designers often face pressure to add extra “stuff” to make training more engaging. However, content such as lengthy background information or distracting decorative elements can use up the learners’ cognitive resources and divert their attention from the key points.

This doesn’t mean eLearning has to be boring! Focus on choosing content and visuals that directly support the learning objectives, that are consistent and on-brand. Always ask: does this content serve the immediate learning goal, or does it need its own objective? Will this image increase the learner’s understanding of the material? Is it on brand, or will it distract? If something is “interesting but irrelevant,” leave it out.

Organize and highlight essential material

Flow diagram iconMayer emphasizes that learning designers should not only present essential information but also help learners process it effectively. After removing unnecessary details, it’s important to organize the key information clearly, showing how different concepts connect and relate to one another. Using clear structure and visual cues can help reduce extraneous processing. Strategies include:

  • Outlining: Set expectations by telling learners what they will learn and how it will be presented. Establish a clear structure by using headings, subheadings, and consistent branding.
  • Using graphic organizers: Matrices, flow charts, and hierarchies illustrate relationships between important concepts.
  • Using visual signals: Distinctive colors, coordinated visual and verbal cues, pointing gestures, arrows, icons, and spotlights can highlight essential material and draw attention to the most important information.

Avoid sensory overload

Sensory overload IconPeople possess separate cognitive channels for processing visual and auditory information. The visual channel handles what we see, like graphics and text, while the auditory channel handles what we hear, like spoken words and music. Each channel can handle only a limited amount of information at a time.

When narration is both spoken and displayed as on-screen text, the visual channel may become overloaded, because it must process both the graphics and the text. Allowing the auditory channel to handle the narration, while limiting the amount of on-screen text, frees up the visual channel to focus on the graphics, reducing cognitive load. Overall, Mayer’s research shows that people learn better when multimedia learning experiences include graphics and spoken narration rather than graphics, spoken narration, and printed narration.

However, this approach only works if learners can hear and understand the narration. On-screen captions are useful for those with hearing impairments, those in noisy environments, or those who are not familiar with the language or terminology used.

To accommodate all learners, it may be best to avoid duplicating the narration as on-screen text and instead include it as closed captions and audio transcripts that learners can enable if needed.

This way, learners who don’t need them aren’t overwhelmed by extra text, while those who do can easily access the support they need.

Monitor iconPlace corresponding words and graphics close to each other on screen

Mayer’s research shows that people learn better when corresponding words and pictures are placed close to each other on the screen. When learners don’t have to waste cognitive effort visually searching the screen, they can better keep the words and pictures in working memory and connect them effectively into a coherent mental structure.

Since screen space is limited, it’s usually better to include text labels directly on graphics rather than keeping them separate. Create interactive labeled graphics, diagrams, and animations with brief, integrated text or audio descriptions whenever possible. Avoid placing blocks of text above or below images and avoid using legends when possible.

Layout iconPresent corresponding words and pictures simultaneously

A key benefit of multimedia learning is the ability to use words and pictures at the exact same time. This strategy helps learners hold both in working memory and connect them into a coherent mental structure.

In contrast, Mayer’s research indicates that separating corresponding words and pictures in time detracts from learning. If, for example, all onscreen elements load immediately—instead of one-by-one, aligned with the narration—learners may experience cognitive overload and may fail to form the necessary connections between the words and pictures. For this reason, learning designers and developers should always synchronize the timing of on-screen elements with their corresponding audio narration.

Conclusion

Applying these strategies in your learning design will help you create a focused, objective-driven learning experience that reduces extraneous processing for the learner.

In our next installment, we’ll explore Mayer’s design recommendations for managing essential processing to help learners be better able to store key information in working memory.

References