Mayer’s 12 Principles of Multimedia Learning, Part 3: Enhancing Germane Load
Germane load refers to the cognitive effort required to process and construct schemas as the learner moves information from working memory to long-term memory. This is also an essential part of learning and is required to make learning last beyond the training because it is how the learner moves information to long-term storage where it can be recalled.
The purpose of training is lasting behavioral change.
If the learner cannot apply the new information and skills they learn to the workplace, what is the point?
To ensure that the learner can transfer new knowledge to their job, this information must be stored in the learner’s long-term memory where it can be retrieved and used on the job as needed.
However, all of this takes cognitive effort. Moving information into long-term memory is referred to as the germane load.
There are several principles that work to enhance germane load and allow learners to efficiently move information from short-term to long-term memory.
The Multimedia Principle
The multimedia principle asserts that training is more effective when it combines images and words, rather than relying on images or words alone.
The images you include should directly support the learning objectives. (Remember the coherence principle?) So, a labeled diagram of the brain can help the learner.
However, a generic picture of a brain does not improve learning comprehension since the learner is not provided with any new information through the image.
Decorative images are also unhelpful, and only serve to distract the learner from what’s important. The difficulty here is that including these decorative images can make a training more visually appealing to the learner or client but can still impede learning.
That’s not to say that you should throw visual design out the window. In fact, a poorly designed training can distract the learner and increase the extraneous load. However, it’s more important to make learning experiences easy to navigate than to fill them with stunning graphics.
Useful images include graphs, matrices, diagrams, mind maps, charts, photos, illustrations, screenshots, timelines, infographics, and maps. These visual representations can support the learning objectives and help the learner decipher the lesson information.
Visuals can also be conveyed through video. This is a great way to show intricate physical processes. However, static images, including graphics, are a cost-effective solution that can be just as effective as more expensive options for most situations.
The “words” referred to in the multimedia principle can be written or spoken. However, words (or images) alone are less effective than providing a combination of words and images. (Remember that the modality principle suggests that using narration to describe visuals is better than using on-screen text.)
To foster deeper learning, words and images should be connected, prompting the learner to take an active role in figuring out what those connections are. This productive cognitive engagement happens when visuals and words work in collaboration, rather than standing alone.
Ask Yourself:
Is there a combination of words (narration or on-screen) and (useful) images?
The Personalization Principle
The personalization principle states that a conversational writing style engages the learner.
An easy way to start using a conversational tone is by writing narration or text in second person. Using words like “you” and “your” can help the learner connect to the course content.
For example, easily turn the sentence “Working memory refers to the information a person consciously processes,” into second person by replacing the words “a person” with the word “you.”
The sentence becomes, “Working memory refers to the information you consciously process.”
This one simple change may be enough to make impersonal text engaging.
Using first-person to tell stories related to the topic can also be helpful and engage the learner.
Even difficult topics such as sexual harassment, substance abuse, domestic violence, suicide, and grief can be written in a conversational and professional way.
Consider an interview between yourself and a hiring manager or a conversation between a doctor and a deceased patient’s family. While these discussions are professional, they are also a personal conversation.
The learning experiences you design should imitate this personal professionalism.
While the goal is to be conversational and polite, understand that this is not the same as being unprofessional. Providing feedback that reads, “Yo, dude! You got that answer right-o!” is rarely appropriate.
However, a personalized, yet professional tone goes a long way to engaging the learner.
Ask Yourself:
Is on-screen text and narration conversational and polite?
Is information written in second-person with words like “you” and “your?”
The Voice Principle
According to the voice principle, a friendly, human voice is best when narrating a course.
This principle was originally presented in 2001 by Richard E. Mayer in his book Multimedia Learning. Since then, there have been significant advances in AI-generated voiceover software.
A recent study by the Journal of Pedagogical Research (2022) suggests that using realistic computer-generated voiceover does not negatively impact learning. The learner does not respond differently to a realistic computer-generated voice compared to a recording of a human voice in any meaningful way.
On the other hand, if you do use voice recordings, it is important not to sound like a robot. Consider listening to the drone of a boring teacher or presenter. (Bueller, anyone?) Instead of causing learners to mentally check out while listening to a robotic human voice, make sure any recorded voiceover is upbeat, friendly, conversational, and uses inflection.
While the voice principle speaks specifically to what the learner can hear, you can use animations, talking-head videos, PowerPoint cameos, or avatars to give a face to the voice you use. However, hearing a human(like) voice is more important than seeing a face, and having a still image to represent the speaker does not impact learning.
Ask Yourself:
Does narration use a friendly human(like) voice?
The Image Principle
The image principle suggests using relevant images to illustrate concepts.
Have you ever been confused as someone tried to explain something to you, only to have immediate clarity as soon as they showed you what they meant? Maybe a coworker told you how to run a report, but none of the information made sense until you saw them do it on their computer.
The image principle aims to avoid these types of misunderstandings by incorporating images that illustrate learning concepts to enhance understanding.
While words – either written or spoken – are a great way to present information, images can help bridge the gap between abstract ideas and concrete understanding.
However, according to the multimedia principle, using words and images is more effective than using either on their own, and the modality principle suggests that the words explaining an image should be narrated.
Ask Yourself:
Are concepts illustrated through relevant images?
Conclusion
Enhancing germane load is critical for ensuring that learners can effectively process, retain, and apply new knowledge in the workplace. By incorporating multimedia principles—such as combining relevant images and words—you can create more efficient learning experiences that support long-term memory retention. Thoughtfully selected visuals that align with learning objectives can make complex information more understandable and memorable. Ultimately, by focusing on strategies that support germane load, training can go beyond the transfer of information to achieve meaningful, lasting behavioral change.
