Article published In:
Information Design JournalVol. 25:3 (2019) ► pp.259–264
Instructional design as a form of information design
Instructional design is concerned with how to present verbal and visual information to learners in ways that
promote effective learning processes and outcomes. Information design is concerned with how to present verbal and visual
information to people in ways that promote efficient processing and understanding. The main thesis of this brief article is that
instructional design is a form of information design, in which the goal is to help people learn material so that they can use it
later. This article reviews exemplary principles of multimedia instructional design that are based on research evidence and have
implications for information design.
Article outline
- 1.Introduction to instructional design and information design
- 2.Exemplary research on multimedia instructional design that is relevant for information design
- 3.Conclusion
-
References
References (16)
Clark, R. C., & Mayer, R. E. (2016). e-Learning and the science of instruction. Hoboken, NJ: Wiley. 
Fiorella, L., & Mayer, R. E. (2016). Effects of observing the instructor draw diagrams on learning from multimedia messages. Journal of Educational Psychology, 108(4), 528–546.
Fiorella, L., Stull, A., Kuhlmann, S., & Mayer, R. E. (in press). Instructor presence in video lectures: The role of dynamic drawings, eye contact, and instructor visibility. Journal of Educational Psychology.
Fiorella, L., van Gog, T., Hoogerheide, V., & Mayer, R. E. (2017). It’s all a matter of perspective: Viewing first-person video modeling examples promotes learning of an assembly task. Journal of Educational Psychology, 109(5), 653–665.
Harp, S. F., & Mayer, R. E. (1997). The role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest. Journal of Educational Psychology, 89(1), 92–102.
(1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90(3), 414–434.
Mayer, R. E. (2020). Multimedia learning (3rd ed.). New York: Cambridge University Press.
(2014). The Cambridge handbook of multimedia learning (2nd ed.). New York: Cambridge University Press.
(2011). Applying the science of learning. Boston: Pearson.
Mayer, R. E., & DaPra, C. S. (2012). An embodiment effect in computer-based learning with animated pedagogical agents. Journal of Experimental Psychology: Applied, 18(3), 239–252.
Mayer, R. E., Fennell, S., Farmer, L., & Campbell, J. (2004). A personalization effect in multimedia learning: Students learn better when words are in conversational style rather than formal style. Journal of Educational Psychology, 96(2), 389–395.
Mayer, R. E., Griffith, E., Jurkowitz, I. T. N., & Rothman, D. (2008). Increased interestingness of extraneous details in a multimedia science presentation leads to decreased learning. Journal of Experimental Psychology: Applied, 14(4), 329–339.
Mayer, R. E., & Jackson, J. (2005). The case for coherence in scientific explanations: Quantitative details can hurt qualitative understanding. Journal of Experimental Psychology: Applied, 11(1), 13–18.
Reynolds, G. (2012). Presentation Zen (2nd ed.). Berkeley, CA: Pearson Education.
van Merrienboer, J. J. G. & Kester, L. (2014). The four-component instructional design model: Multimedia principles in environments for complex learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.; pp. 104–148). New York: Cambridge University Press.
Wang, N., Johnson, W. L., Mayer, R. E., Rizzo, P., Shaw, E., & Collins, H. (2008). The politeness effect: Pedagogical agents and learning outcomes. International Journal of Human-Computer Studies, 66(2), 98–112.