Why Mayer's Principles of Multimedia Are Relevant

Richard Mayer’s work on multimedia learning is foundational for anyone designing instruction that combines text, images, audio, or video. His theory explains not just that multimedia can improve learning, but why and how it works when designed thoughtfully.

Mayer’s multimedia learning theory is built on three major assumptions: the dual-channel assumption (people process visual and auditory information through separate channels), the limited-capacity assumption (each channel has a finite amount of information it can handle at one time), and the active-processing assumption (learning happens when learners actively select, organize, and integrate information rather than passively receive it).

Based on over 20 years of teaching, I agree with all three assumptions, and I have observed them repeatedly across different age groups. When students receive only audial instruction, they are often disengaged, unsure about the task, and more likely to become disruptive. Students who only watch a video appear more interested, but many still lack a clear understanding of what they are expected to do. Cognitive overload is especially visible: once students exceed their processing capacity, they begin to ignore the task altogether, something that can be measured through memory span as Mayer notes. At the same time, it is important to acknowledge that older learners or those with higher levels of education can sometimes translate information from one channel into another, partially compensating for one-channel instruction.

Mayer’s twelve principles of multimedia learning translate these cognitive assumptions into practical design guidance. As someone trained in publishing design, I naturally connect these principles to broader design concepts such as hierarchy, composition, variety &unity, and storytelling. Just as in the best examples traditional visual art, good instructional design is about intentional choices rather than mere decoration. Mayer’s principles discourage excess and emphasize meaning, alignment, and learner focus.

Among the twelve principles, the coherence principle stands out to me as particularly important and personally resonating. It states that people learn better when irrelevant words, pictures, sounds, or animations are excluded rather than included. In other words, learning improves when we remove all the bells and whistles that do not directly support the learning goal. This principle strongly aligns with both my design background and my classroom experience. I am especially sensitive to irrelevant visuals, decorative “fluff,” or background music added just to make materials look more appealing. These elements often distract learners and weaken the seriousness of the content. I have also noticed that clients sometimes equate good design with mixing important information and “cute pictures,” which undermines clarity and instructional intent.

An example of applying the coherence principle can be seen in an instructional slide or video explaining a multi-step art technique, such as layering in dry pastel. Instead of adding decorative textures, animated transitions, or background music, I focus only on what supports learning: a clear image of the artwork at each stage, minimal text identifying the step, and concise narration explaining the process. The background is neutral, the color palette is restrained, and every visual element has a purpose. By removing unnecessary decoration, students are better able to focus on the relationship between action and outcome – how each layer affects value, color, and form. This mirrors good composition in visual art. Students are encouraged to practice as the demo goes and thus transform the received information into motor skills.

Overall, Mayer’s work remains relevant because it bridges theory and practice. His principles validate what many educators and designers know and attempt to implement, while also challenging common habits that lead to overload and distraction.

Based on the following readings:

• Mayer, R. (2021). Multimedia Learning (3rd Edition). Cambridge University Press.

• Kurt, S. (2024). Mayer’s Principles of Multimedia Learning. https://educationaltechnology.net/mayers-principles-of-multimedia-learning/