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Instruction (3rd ed.) (pp. 111-152). Boston, MA: Allyn and Bacon.

Mayer, R.E. & Pilegard C. (2014) Principles for managing essential processing in multimedia
learning: segmenting, pre-training, and modality principles. In R. E. Mayer (Ed.), The
Cambridge Handbook of Multimedia Learning. (pp. 316-344). New York: Cambridge.

In Chapter 13, Mayer and Pilegard discuss the principles for managing essential processing in
multimedia learning. In the beginning of the chapter, the authors define a crucial term, essential
overload, by providing an example. Essential overload is essentially when new and difficult
material is presented to the learner at a pace faster than the learner can process. The authors then
discuss, in detail, ways to reduce essential overload, namely segmenting, pre-training, and
modality. Examples of each of these load-reducing measures is discussed, along with examples
provided.
The chapter does a great job of breaking down exactly what essential overload is, how it is
created, and ways in which it can be reduced. By providing clear, concise definitions and easy to
follow examples, the authors help to make a potentially difficult subject easy to grasp. The
accompanying illustrations provide another, yet still powerful way, in which the content can be
examined and understood. A glossary is also provided at the end of the chapter as a quick
reference point.
This chapter caused me to think about some presentations I have made, both in my class and to
adult audiences, and evaluate the content to see if the possibility for essential overload was
present. After looking at the presentations I have made over the past two years, I noticed a trend
in the development of my content. In the beginning I had several examples of essential overload
but, as I have progressed in this area, the examples of this are diminishing.