Substantive Post #1
Learning about theories of multimedia learning helped me understand why some content feels easy to learn, and other content feels confusing or tiring. Before this module, I mostly relied on instinct when using images, text, or videos. Now I can see the reasons behind those instincts. Mayer’s Cognitive Theory of Multimedia Learning helped connect my personal learning habits to how the brain actually processes information.
The principle that felt most intuitive to me was dual coding. I already prefer languages that combine both images and text. When I see a diagram, chart, or image next to a short explanation, I understand the idea faster. This is how social media works. Platforms like Instagram and TikTok grab attention with visuals first, then use short text or captions to explain the meaning. The image gives a quick understanding, and the text adds clarity or emotion. Together, they keep people engaged without feeling overwhelming.
The principle that surprised me the most was the redundancy principle. I used to think repeating information was always helpful. For example, I thought reading text on slides while listening to the same explanation would make it easier. This module showed me that doing both at the same time can actually make learning harder. When the brain has to process the same information in the same way twice, it creates extra effort that does not help learning. This explains why some lectures feel exhausting even when the topic is not very difficult.
The principles I plan to use most in my own projects are coherence, signalling, and segmenting. Coherence means staying focused on what actually matters. This feels doable because it mostly means cutting out extra content. Signalling also feels practical. Clear headings, labels, and structure help learners know what to focus on. Segmenting may be harder. Breaking ideas into smaller steps takes planning and requires knowing what learners need first before moving on.
When I think audience, I imagine learners who may not have much background knowledge and who may be learning online. This affects my design choices. I would use visuals to show structure early and avoid using long blocks of text. I would also let learners move at their own pace. Giving people time to process information helps manage how difficult the content feels.
Looking back at my own habits, I realize I have been using some of these principles without knowing their names. When I take notes during lectures, I often draw small diagrams or arrows instead of writing full sentences. This helps me remember ideas and see connections. However, I have not always followed the coherence principle. I tend to write too much because I am afraid of missing something important. This module showed me that too much information can actually make learning worse.
One resource that helped me understand this better was a guide from Vanderbilt University about creating effective educational videos. It explains why short videos with clear visuals work better than long videos filled with text. This supports ideas like reducing extra cognitive load and using narration instead of reading text off the screen. I plan to use this resource when deciding how to design multimedia content.
After reading these materials, I will be more careful when using images and text together. I will think about what the learner needs, not what looks impressive. I will try to remove anything that does not support learning. Multimedia should help people think and understand, not distract them. This module helped me see that good design is not about adding more, but about choosing better.