Applying the Science of Learning: Evidence-Based Principles for the Design of Multimedia Instruction

During the last 100 years, a major accomplishment of psychology has been the development of a science of learning aimed at understanding how people learn. In attempting to apply the science of learning, a central challenge of psychology and education is the development of a science of instruction ai...

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Bibliographic Details
Published in:The American psychologist 2008-11, Vol.63 (8), p.760-769
Main Author: Mayer, Richard E
Format: Article
Language:English
Subjects:
Achievement
Biological and medical sciences
Comprehension
Educational psychology
Evidence based
Evidence Based Practice
Fundamental and applied biological sciences. Psychology
Human
Humans
Instructional Design
Learning
Multimedia
Multimedia Instruction
Psychology
Psychology, Educational
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
Sciences
Scientific research
Teaching
Teaching Materials
Teaching Methods
Citations: Items that cite this one
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Summary:During the last 100 years, a major accomplishment of psychology has been the development of a science of learning aimed at understanding how people learn. In attempting to apply the science of learning, a central challenge of psychology and education is the development of a science of instruction aimed at understanding how to present material in ways that help people learn. The author provides an overview of how the design of multimedia instruction can be informed by the science of learning and the science of instruction, which yields 10 principles of multimedia instructional design that are grounded in theory and based on evidence. Overall, the relationship between the science of learning and the science of instruction is reciprocal.
ISSN:0003-066X
1935-990X
DOI:10.1037/0003-066X.63.8.760