In chapter 8 “Applying the Coherence Principle,” the authors
Clark and Mayer discuss the importance of adding additional text, image, and
video could harm rather than help an instructional design (ISD) plan. The
coherence principle simply states less is more. The added imagery and hype are
not necessary and somewhat a hindrance when it pertains to instructional
design. Clark and Mayer use empirical evidence to give foundation to the
coherence principle. In chapter 8 three principles are given to avoid
overindulging in a multimedia-rich instructional design.
Principle 1: Stay away from using unnecessary words in e-Lessons
Principle 1 is all about sticking to the basics. Minimize
any temptation to tell stories or add fun facts to the targeted learning text
or material. Use only the words needed to convey meaning for learning. An
example of achieving principle 1 is the use of short audio snippets to reduce
word usage to help keep the learner from becoming fatigued by using narratives.
The cognitive theory of multimedia learning mentions the limitations of the
working memory are very high (Clark and Mayer, 2016) and for this reason alone
one should follow the coherence principle to reduce unnecessary text from the
instructional design process. The author mentions that extraneous words should be
avoided when adding text for interest, to explain a point, or providing
in-depth knowledge on a topic (Clark and Mayer, 2016). The authors give several researched examples
where students learn more information without using extraneous words.
Principle 2: Stay away from using unimportant graphics in e-Lessons
Too many graphics such as images and video clips can have a
negative effect on an e-lesson by taking away from the intended purpose of
learning. Although addition images and videos may be appealing, however, they
do not add to or expedite the targeted learning in an e-learning environment.
The coherence principle also applies to graphics the same as words, which says
less is more. The authors in chapter 8 provide research evidence that shows
students perform better without extraneous graphic in an e-learning environment.
Principle 3: Stay away from using pointless sounds in e-Lessons
This principle encourages users to avoid using sound in the
instructional design process. An example of sound would be soft music playing
in the background in an e-learning environment. Bishop, Amankwaita, and Cates
completed a study in 2008 to see if sound provided deeper learning, focus and
gained the learners’ attention in an e-learning environment. The experiment
concluded that there was no evidence to support that sound attributed to a
better learning experience (Clark and Mayer, 2016).
Throughout chapter 8, the authors provide strong evidence to
support their claim to avoid using unnecessary texts, graphics, and sounds
while designing e-lessons. The authors back a simple approach when using
instructional design in an e-learning environment. Chapter 8 changed my
personal outlook on using graphics and sounds. I was under the impression the
more glitz the better. After reflecting on chapter 8, I will pursue a simpler
approach when it comes to multimedia. I will embrace the coherence principle
when dealing with text, images, and sound throughout the ISD project. The
evidence that was presented in chapter 8 on multimedia will have a last effect
on how I approach multimedia in the future. I will always remember less is
more.
Reference:
Clark, R. C., Mayer, R. E. (2016). e-Learning and the
Science of Instruction: Proven Guidelines for Consumers and Designers of
Multimedia Learning (4th ed.). [MBS Direct]. Retrieved from
https://mbsdirect.vitalsource.com/#/books/9781119158677/
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