2. Objective
To have our audience leave our presentation with a
clear understanding of the definition of the
coherence principle and how they can effectively
apply the coherence principle to a presentation.
3. Coherence Principle Guideline #1
Avoid e-Lessons with Extraneous Audio
According to the Cognitive Theory of Multimedia, the
capacity of human memory is very limited. It predicts
that adults will learn more deeply from multimedia
presentations which do not contain extraneous sound.
However, music can be used at the beginning of the
course to make the learner focus on the course and right
and wrong sounds can also be used in internal
assessments.
4. Psychology
• The cognitive system can be disrupted and
overloaded by the addition of music and
sounds to multimedia presentations.
• When learners are forced to pay attention to
sounds and music, they are unable to give
their full attention to the narration.
• The learner experiences a decrease in their
understanding and overall learning.
5. Evidence
• Multiple studies show a decrease in learning
when extraneous audio is present:
1) Moreno and Mayer (2000a) – Retention and transfer decreased
when music or environmental sounds were added to a narrated
presentation.
2) Knez and Hygge (2002) – Recall of text ideas reduced when
reading takes place with irrelevant background conversation.
3) Ransdell and Gilroy (2001) – Writing fluency can be disrupted by
vocal and instrumental music.
7. Solar System
The Solar System is made up of all the planets that orbit our
Sun. In addition to planets, the Solar System also consists of
moons, comets, asteroids, minor planets, and dust and gas.
Everything in the Solar System orbits or revolves around the
Sun. The Sun contains around 98% of all the material in the
Solar System. The larger an object is, the more gravity it has.
Because the Sun is so large, its powerful gravity attracts all the
other objects in the Solar System towards it. At the same time,
these objects, which are moving very rapidly, try to fly away
from the Sun, outward into the emptiness of outer space. The
result of the planets trying to fly away, at the same time that
the Sun is trying to pull them inward is that they become
trapped half-way in between. Balanced between flying
towards the Sun, and escaping into space, they spend eternity
orbiting around their parent star.
Violating the guideline
8. Coherence Principle Guideline #2
Avoid e-Lessons with Extraneous Graphics
This principle states that adult learners may
want mental structures or images of course
content as they read the content on-screen.
An image placed in the course should
complement learner's thinking processes
and not distract learners.
9. Psychology
• The usage of extranteous graphics can prevent the
learner from processing the essential information.
Harp and Mayer (1998) believe that extraneous
pictures interfere with learning in three ways:
1) Distraction – draws the learner’s attention away from relevant
material
2) Disruption – prevents the building of appropriate links between
pieces of relevant material
3) Seduction – uses inappropriate existing knowledge to organize the
incoming content
10. Evidence
• Mayer, Heiser, and Lonn (2001) found that
inserting irrelevant graphics and videos result
in less understanding.
• Harp & Mayer (1997) found this to be true
even with a paper-based medium.
• To expand on this guideline, it is
recommended that simpler, less detailed
graphics be used to improve students
performance.
11. Supporting the guideline
A school bus is a vehicle used for transporting children to or from school or on
activities connected with school
12. Violating the guideline
A school bus is a vehicle used for transporting
children to or from school or on activities connected
with school
13. Coherence Principle Guideline #3
Avoid e-Lessons with Extraneous Words
This principle states that simple, basic and
concise on-screen text helps learning.
Therefore, we should avoid using long phrases
and sentences and instead help the learner by
using sounds sparingly, adding complementary
images and simple and concise on-screen
content.
14. Psychology
• There are 3 general purposes for the addition
of extra words:
1) Interest – related to the topic, but not the primary
instructional goal.
2) Expand on Key Ideas – adds information that is not
necessary to relay the key idea.
3) Add Technical Ideas – generally go beyond the key
ideas of the lesson
15. Evidence
• According to Lehman, Schraw, McCrudden,
and Hartley (2007), students viewing
multimedia lessons with interesting and/or
seductive details added spent less time on the
relevant text and recalled less of it.
• In multiple studies, students given a summary
of a passage performed better on retention
and transfer tests than students who were
provided the full passage.
16. Supporting the guideline
Coherence Principle
People learn better when extraneous words,
pictures, and sounds are excluded rather than
included.
17. Violating the guideline
Coherence Principle
People learn better when extraneous words,
pictures, and sounds are excluded rather than
included.
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18. Comprehension Questions
1. What are the three guidelines that support
the coherence principle?
2. Does the coherence principal apply to all
learners and all situations?
3. How can the instructor ensure that they are
following this principle?
19. Flow Chart
Coherence
Principle
Avoid e-Lessons
with Extraneous
Audio
Psychology that
supports
guideline
Evidence
Support Each
Guideline
Example
violating the
guidelines
Avoid e-Lessons
with Extraneous
Graphics
Psychology that
supports
guideline
Evidence
Support Each
Guideline
Example
supporting the
guideline
Avoid e-Lessons
with Extraneous
Words
Psychology that
supports
guideline
Evidence
Support Each
Guideline
2
comprehension
questions
