Use of graphics in multimedia instructional materials: Research-based design guidelines

Abstract

Engineering education, along with other disciplinary areas, uses a wide range of media and sensory modalities to communicate ideas and concepts to and between students. Put into the context of a modern classroom, text and graphic combinations are likely to come in a number of different forms. With the explosion of use of multimedia tools has come an increased interest in learning sciences research into the cognitive basis of multi-representational learning. This paper will explore current cognitive theory and the design heuristics that have been derived from it on the use of multimedia elements-especially graphics-in instructional materials. Research by the author will be presented demonstrating the use of eye tracking methods to help further understand the basic cognitive processes of multimedia learning. Findings have helped explain the interaction of text, graphics and narration. In addition, the results help provide guidance as to when it is or is not appropriate to differing combinations of these three mediums. © American Society for Engineering Education, 2006.