Advertisement

Digital Media Design Theories and Principles

  • Florence Martin
  • Anthony Karl Betrus
Chapter

Abstract

The selection and integration of digital media is intentional and therefore considered in every stage of the design and development in instruction. The selection and placement of digital media should adhere to theory, principles, and guidelines on the ways people process information and learn. It is essential to keep in mind the human learning processes and how digital media learning can support or disrupt it. Multimedia learning principles, design and type principles, graphic design principles, and universal design principles al provide guidance in the selection and integration of digital media.

Keywords

Design principles Universal design Graphic design 

References

  1. Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation (Vol. 2, pp. 89–195). New York: Academic.Google Scholar
  2. Beck, I. L., McKeown, M. G., Sandora, C., Kucan, L., & Worthy, J. (1996). Questioning the author: A yearlong classroom implementation to engage students with text. The Elementary School Journal, 96(4), 385–414.CrossRefGoogle Scholar
  3. Clark, R. C., & Lyons, C. (2010). Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials. New York: Wiley.Google Scholar
  4. Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. Wiley.Google Scholar
  5. Harp, S. F., & Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of educational psychology, 90(3), 414.Google Scholar
  6. Hegarty, M., Narayanan, N. H., & Freitas, P. (2002). Understanding machines from multimedia and hypermedia presentations. The psychology of science text comprehension, 357–384.Google Scholar
  7. Lidwell, W., Holden, K., & Butler, J. (2010). Universal principles of design, revised and updated: 125 ways to enhance usability, influence perception, increase appeal, make better design decisions, and teach through design. Rockport Pub.Google Scholar
  8. Lohr, L. (2007). Creating graphics for learning and performance: Lessons in visual literacy. Upper Saddle River: Prentice Hall Press.Google Scholar
  9. Marr, D. (1982). Vision: A computational investigation into the human representation and processing of visual information. San Francisco: Freeman.Google Scholar
  10. Mayer, R. E. (2005). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 183–200). New York: Cambridge University Press.CrossRefGoogle Scholar
  11. Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13, 125–139.CrossRefGoogle Scholar
  12. Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge University Press.Google Scholar
  13. Moreno, R., & Mayer, R. E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 92, 117–125.CrossRefGoogle Scholar
  14. Moreno, R., & Mayer, R. E. (2002). Verbal redundancy in multimedia learning: When reading helps listening. Journal of Educational Psychology, 94, 151–163.Google Scholar
  15. Nass, C., & Brave, S. (2005). Wired for speech: How voice activities and advances the human-computer relationship. Cambridge: MIT Press.Google Scholar
  16. Sweller, J. (2011). Cognitive load theory. In Psychology of learning and motivation (Vol. 55, pp. 37–76). Oxford: Academic.CrossRefGoogle Scholar
  17. Williams, R. (2014). The non-designer’s design book: Design and topographic principles for the visual novice. Upper Saddle River: Pearson Education.Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Florence Martin
    • 1
  • Anthony Karl Betrus
    • 2
  1. 1.University of North Carolina CharlotteCharlotteUSA
  2. 2.State University of New York at PotsdamPotsdamUSA

Personalised recommendations