An education based upon Cognitive Theory of Multimedia Learning utilizes the combination of text, sound, and images that the learner can effectively select, organize, and integrate with prior knowledge.  Applying this theory constructs more meaningful and long-term learning.  When developing instructional materials using this theory, there are five major design principles that need to be applied in order to make learning most effective.  These design principles help to optimize cognitive processing and facilitate learning without excessive auditory and visual elements, while providing the learner with interactive opportunities.

5 Principles in Designing Multimedia Instruction

"Multiple Representation Principle: It is better to present an explanation in words and pictures than solely in words."

"Contiguity Principle: When giving a multimedia explanation, present corresponding words and pictures contiguously rather than separately. Students better understand an explanation when corresponding words and pictures are presented at the same time than when they are separated in time."

"Split-Attention Principle: When giving a multimedia explanation, present words as auditory narration rather than as visual on-screen text.  Words should

be presented auditorily rather than visually."

"Individual Differences Principle: The foregoing principles are more important for low knowledge than high-knowledge learners, and for high-spatial rather than low-spatial learners.  Multimedia effects, contiguity effects, and split-attention effects

depend on individual differences in the learner."

"Coherence Principle: When giving a multimedia explanation, use few rather than many extraneous words and pictures. Students learn better from a coherent

summary which highlights the relevant words and pictures than from a longer version of the summary."

(Mayer, 1998)