GROUP NO : 12

GROUP MEMBERS :

1. Nisa Rahmaniah
2. Nisa Nuraisyah
3. Nunu Fatimah

Topik : Digital media design theories and principles

Introduction
The selection and placement of digital media should adhere to theory, principles, and
guidelines on the ways people process information and learn. It is essential to keep
in mind the human learning processes and how digital media learning can support or
disrupt it. Multimedia learning principles, design and type principles, graphic design
principles, and universal design principles al provide guidance in the selection and
integration of digital media.

Discussion
Digital media design Theories and Principle
Long-Term Memory Based on control processes, there is movement of informa- ti
on from the short-term memory to long term memory. The capacity of long-term me
mory is unlimited, information is semantically stored, and stored for indefinitely lon
ger periods (Fig. 2.1).

Mayer (2001) proposed the cognitive theory of multimedia learning. In this model
of learning, there are two separate channels for processing information (auditory and
visual). This model is based on the dual coding theory. Information enters the
sensory memory either as words or pictures through ears and eyes. Through separate
channels these are transferred to the working memory in separate channels. Each
channel is considered to have limited capacity based on Sweller’s (2011) cognitive
load and the process of selecting, organizing and integrating infor- mation occurs in
the working memory. Prior knowledge from the long-term mem- ory is brought to
the working memory during this processing (Fig. 2.2).
 Mayer’s Research-Based Multimedia Design Principles. In this section, we
summarize research on various multimedia design principles. We have found that no
discrete set of multimedia principles explains entirely the multi- relational effects of
content, texts, and graphics on learning. However, together, these principles provide
a comprehensive perspective on designing instructional content that is both
enhanced and made effective through the strategic placement and organization of
texts and graphics in facilitating learning.

A. Multimedia Principle
Use words and graphics together: Clark and Mayer (2016) advise using both w
ords (printed or spoken text), and graphics (static or dynamic) to create multi
media presentations with the goal of creating a mean- ingful and engaging lear
ning experience. Connecting the words with the graph- ics facilitates deeper le
arning as together they help the learner make connections with prior knowledg
e.
B. Contiguity Principle
Refers to the best ways in which to position graphics and text on the screen. T
he spatial contiguity principle states that for printed words, the text should be
placed near the graphics it corresponds to. The temporal contiguity principle st
ates that voice narration should be synced with the graphic presentation. Maye
r’s research states that effective learning occurs when text and voice narration
are presented together.
C. Modality Principle
Refers to presenting words as audio narration rather than as on-screen text. Th
e principle does not represent a mere substitution for audio in place of printed
text on the screen. The concept features a presentation of the information in su
ch a way that is not cognitively taxing and best for facilitating learning. In cas
es where the graphics are complex and there is a significant amount of content
to review,
D. Redundancy Principle
Explains the use of on-screen text with corresponding graphics while simultan
eously using narration to repeat the text. According to Clark and Mayer, resear
ch findings show that using all three words, graphics and narration otherwise r
eferred to as the redundancy effect to deliver information, leads to overload an
 d in most cases, is detrimental to learning. There are other circumstances wher
e redundancy has been reported as effective.
E. Coherence Principle
States that adding extra elements to lessons, though inter- esting or entertainin
g, are to be avoided at all costs. Elements that are not abso- lutely necessary in
supporting the instructional goal can harm the learning process. Mayer caution
s against (a) adding audio-sound effects, or music back- ground to lessons, (b)
adding extraneous graphics (including video, animations) and (c) using extran
eous words in lessons.
F. Personalization Principle
Many lessons are designed with the use of formal written and verbal language.
The Personalization Principle recommends using conversational rather than fo
rmal style as research suggests that people respond more favorably to the hum
an voice as opposed to a computerized, machine like voice, and to polite langu
age (Nass and Brave 2005).
G. Segmenting and Pretraining
The authors argue that when there is a need to present the learner with a great
deal of content, to avoid cognitive overload and hinder the learning process, it
becomes necessary to present the information

Conclusion
All of these principles are very strong for those who have a high visual modality,
less influential for those who have not. The combination of text and narration plus
visuals has a strong effect on those who have high auditory modalities, less for those
with high auditory modalities. The combination of text, visuals and simulations has a
strong effect on those with high kinesthetic modalities, less for those with high
kinesthetic modalities.

REFERENCES
1. Mayer’s research-based multimedia design principles coherence principle, 2
0, 21 contiguity Principle, 19 in financial training, 30–31 modality principle,
 19 personalization principle, 21, 22 redundancy principle, 20 segmenting and
pretraining, 21, 22 words and graphics, 19
2. Martin, F., & Betrus, A. K. (2019). Digital Media Design Theories and Princi
ples. In Digital Media for Learning (pp. 17-32). Springer, Cham.
3. Hardianto, D. (2011). Penerapan prinsip desain multimedia untuk pembelajar
an. In International Conference Proceeding “ICT in Education For Peace (Vo
l. 1, No. 3).
4. Suartama, I. K. (2010). Pengembangan mutimedia untuk meningkatkan kuali
tas pembelajaran pada mata kuliah media pembelajaran. Jurnal Pendidikan da
n Pengajaran, 43(3).