What I learned from the principles of Cognitive Theory of Multimedia Learning

When presenting information, I always strive to avoid including anything irrelevant to what I want to convey (Signaling). Additionally, I make a conscious effort to break down the content into bite-sized segments (Segmenting). As a learner, I dislike slides that are overly wordy as it becomes challenging to digest a large amount of information, especially when the presenter is simultaneously narrating. Balancing the amount of information on slides can be tricky; while designing my own slides, particularly on topics I’m knowledgeable about, I tend to include as much information as possible, mistakenly assuming everything is essential.

Finding the right balance between displaying important information and presenting it in manageable, bite-sized segments is crucial. I’ve found the principle of Contiguity to be very useful. For instance, labeling graphics directly rather than using a legend helps prevent learners from constantly shifting their gaze between the content and the legend, promoting a smoother understanding of the material. Though it may seem like a straightforward concept, I rarely see it applied in practice.

I believe all these principles work hand in hand and can be applied not only to creating effective presentations but also to designing user-friendly web and mobile applications. Every user, initially, is a learner needing to understand how to navigate and use the application. If there’s too much visual noise, such as unnecessary effects or a cluttered interface with numerous buttons, users struggle to learn the app’s functionalities. Applying principles like coherence, avoiding unrelated graphics or sound effects, signaling through color choices (e.g., using red for important buttons and blue for easily locatable ones), and employing bolded text for important information can enhance the user experience. Segmentation is also crucial in preventing information overload and ensuring a simple, digestible design for easy navigation.

Who did you imagine as the audience for this screencast? How did that impact your design choices?

I considered creating a screencast and wanted something relatable for both me and Uvic students. In my imagination, my audience is a fellow student who uses an iPhone for commuting via bus. We all rely on the UMO app for bus services, but there are some inconveniences, especially for those who have Apple Pay set up, as it summons the Apple Pay app when trying to scan the QR code. I created a screencast showcasing a workaround to make the QR code scanning process smoother.

For the tutorial setup part of the screencast, I applied the modality principle, incorporating graphics and narration instead of relying solely on text. This approach makes it easier for viewers to follow along, especially when using their own devices. Consistency was a key focus; I included only images and text directly related to the topic, ensuring clarity on where attention should be focused. Additionally, I applied the signaling and contiguity principles to highlight important elements and clarify points that might not be evident through narration alone. I also applied the signaling and contiguity principles to indicate elements that require attention and clarify aspects that might not be evident through narration alone. Additionally, I ensured that the cursor is visible during the tutorial, allowing the viewer to identify where I’m pointing and what I’m clicking.

Below is my screencast