Volume 25, Issue 3
  • ISSN 0142-5471
  • E-ISSN: 1569-979X
Buy:$35.00 + Taxes



Instructional design is concerned with how to present verbal and visual information to learners in ways that promote effective learning processes and outcomes. Information design is concerned with how to present verbal and visual information to people in ways that promote efficient processing and understanding. The main thesis of this brief article is that instructional design is a form of information design, in which the goal is to help people learn material so that they can use it later. This article reviews exemplary principles of multimedia instructional design that are based on research evidence and have implications for information design.


Article metrics loading...

Loading full text...

Full text loading...


  1. Clark, R. C., & Mayer, R. E.
    (2016) e-Learning and the science of instruction. Hoboken, NJ: Wiley. 10.1002/9781119239086
    https://doi.org/10.1002/9781119239086 [Google Scholar]
  2. Fiorella, L., & Mayer, R. E.
    (2016) Effects of observing the instructor draw diagrams on learning from multimedia messages. Journal of Educational Psychology, 108(4), 528–546. 10.1037/edu0000065
    https://doi.org/10.1037/edu0000065 [Google Scholar]
  3. Fiorella, L., Stull, A., Kuhlmann, S., & Mayer, R. E.
    (in press). Instructor presence in video lectures: The role of dynamic drawings, eye contact, and instructor visibility. Journal of Educational Psychology.
    [Google Scholar]
  4. Fiorella, L., van Gog, T., Hoogerheide, V., & Mayer, R. E.
    (2017) It’s all a matter of perspective: Viewing first-person video modeling examples promotes learning of an assembly task. Journal of Educational Psychology, 109(5), 653–665. 10.1037/edu0000161
    https://doi.org/10.1037/edu0000161 [Google Scholar]
  5. Harp, S. F., & Mayer, R. E.
    (1997) The role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest. Journal of Educational Psychology, 89(1), 92–102. 10.1037/0022‑0663.89.1.92
    https://doi.org/10.1037/0022-0663.89.1.92 [Google Scholar]
  6. (1998) How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90(3), 414–434. 10.1037/0022‑0663.90.3.414
    https://doi.org/10.1037/0022-0663.90.3.414 [Google Scholar]
  7. Mayer, R. E.
    (2020) Multimedia learning (3rd ed.). New York: Cambridge University Press. 10.1017/9781316941355
    https://doi.org/10.1017/9781316941355 [Google Scholar]
  8. (2014) The Cambridge handbook of multimedia learning (2nd ed.). New York: Cambridge University Press. 10.1017/CBO9781139547369
    https://doi.org/10.1017/CBO9781139547369 [Google Scholar]
  9. (2011) Applying the science of learning. Boston: Pearson.
    [Google Scholar]
  10. Mayer, R. E., & DaPra, C. S.
    (2012) An embodiment effect in computer-based learning with animated pedagogical agents. Journal of Experimental Psychology: Applied, 18(3), 239–252. 10.1037/a0028616
    https://doi.org/10.1037/a0028616 [Google Scholar]
  11. Mayer, R. E., Fennell, S., Farmer, L., & Campbell, J.
    (2004) A personalization effect in multimedia learning: Students learn better when words are in conversational style rather than formal style. Journal of Educational Psychology, 96(2), 389–395. 10.1037/0022‑0663.96.2.389
    https://doi.org/10.1037/0022-0663.96.2.389 [Google Scholar]
  12. Mayer, R. E., Griffith, E., Jurkowitz, I. T. N., & Rothman, D.
    (2008) Increased interestingness of extraneous details in a multimedia science presentation leads to decreased learning. Journal of Experimental Psychology: Applied, 14(4), 329–339. 10.1037/a0013835
    https://doi.org/10.1037/a0013835 [Google Scholar]
  13. Mayer, R. E., & Jackson, J.
    (2005) The case for coherence in scientific explanations: Quantitative details can hurt qualitative understanding. Journal of Experimental Psychology: Applied, 11(1), 13–18.
    [Google Scholar]
  14. Reynolds, G.
    (2012) Presentation Zen (2nd ed.). Berkeley, CA: Pearson Education.
    [Google Scholar]
  15. van Merrienboer, J. J. G. & Kester, L.
    (2014) The four-component instructional design model: Multimedia principles in environments for complex learning. InR. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.; pp.104–148). New York: Cambridge University Press. 10.1017/CBO9781139547369.007
    https://doi.org/10.1017/CBO9781139547369.007 [Google Scholar]
  16. Wang, N., Johnson, W. L., Mayer, R. E., Rizzo, P., Shaw, E., & Collins, H.
    (2008) The politeness effect: Pedagogical agents and learning outcomes. International Journal of Human-Computer Studies, 66(2), 98–112. 10.1016/j.ijhcs.2007.09.003
    https://doi.org/10.1016/j.ijhcs.2007.09.003 [Google Scholar]

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error