Testing the personalisation hypothesis in pre-laboratory e-learning environments

Abstract

Computer-based multimedia learning environments have been expected to offer a powerful and effective means of improving student learning and understanding (Mayer and Moreno 2002). In recent times, there has been much research activity investigating best practices for design of multimedia instructional materials and for establishing effective e-learning environments. Several principles of design for fostering multimedia learning have been established and tested such as the multiple representation principle – it is better to present explanations as words and pictures rather than solely as words and coherence principle – people learn better when extraneous words, pictures and sounds are excluded rather than included (Harp and Mayer 1998; Mayer and Moreno 2002).