Segmenting and Pre-Training are two examples of principles that:

People learn better when extraneous words, pictures and sounds are excluded rather than included.

People learn better when cues that highlight the organization of the essential material are added.

People learn better when corresponding words and

pictures are presented near rather than far from each other on the page or screen.

People learn better from a multimedia lesson is presented in

user-paced segments rather than as a continuous unit.

People learn better from graphics and narration than from

graphics, narration and on-screen text.

People learn better from graphics and narrations than from

animation and on-screen text.

People learn better from a multimedia lesson when they know the names and characteristics of the main concepts.

People learn better when corresponding words and

pictures are presented simultaneously rather than successively.

People do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen.

People learn better when the narration in multimedia lessons is spoken in a friendly human voice rather than a machine voice.

People learn better from multimedia lessons when words are in conversational style rather than formal style.

People learn better from words and pictures than from words alone.

Which principle do these examples address?

(1) Placing text in close proximity with the graphics it refers. (2) Presenting directions on the same screen as an activity.

Which principle do these examples address?

(1) Don't use background music. (2) Include only graphics, text, and narration that support learning goals.

Which principle do these examples address?

(1) Use arrows, highlighting, and other cues to draw attention to important information. (2) Including an advance organizer in your presentation.

Which principle do these examples address?

(1) When delivering a narrated presentation, use either graphics or text, but not both. (2) Minimize the use of text during a narrated presentation.

Which principle do these examples address?

(1) Define key terms prior to a lesson/presentation. (2) Ensure people know how to use a tool before asking them to perform learning activities with it.