The Coherence Principle
Overview
The Coherence Principle suggests that all text, graphics, and sound must directly support instructional goals. Adding text, illustrations, and extraneous sound has been found to distract from learning and affect cognitive processing in a negative way. Mayer and Morenot (2003) use the term “weeding” as the need to uproot video, graphics, words or sounds that are not central to the learning objective or goal of the lesson.
The Coherence Principle suggests that all text, graphics, and sound must directly support instructional goals. Adding text, illustrations, and extraneous sound has been found to distract from learning and affect cognitive processing in a negative way. Mayer and Morenot (2003) use the term “weeding” as the need to uproot video, graphics, words or sounds that are not central to the learning objective or goal of the lesson.
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Guidelines for Use
Guideline 1 - Avoid E-lessons with Extraneous Audio
Guideline 1 - Avoid E-lessons with Extraneous Audio
- The Coherence Principle suggests that background music can overwork memory functions and affect learning. While sound has sometimes been used to focus and hold attention, there is not enough evidence to support the claim. Psychologically, e-learning creators are trying to emotionally arouse learners so they will work harder to learn material. There is evidence to support that adding interesting adjuncts to an otherwise boring lesson will not promote deep learning.
- It is crucial that graphics serve a purpose as part of the learning outcome. Unnecessary graphics or those just used to decorate should be excluded as it can interfere with the process of sense-making. Extraneous pictures can interfere with learning through distraction, disruption, and seduction. Simple visuals lead to a better understanding than detailed visuals.
- It is important to stick to basic and concise descriptions of the content and stick to the primary instructional goal when adding text. Learning is more effective when non-essential text is excluded. High-interest statements tend to detract from learning versus low-interest statements. Less is more.
Good Examples of Use
Example 1- Quizlet
Example 1- Quizlet
- Quizlet provides clear visual pictures as instruction and simple text. The tool can be used as a test, for flashcards, to learn, to write, to match and to spell. All of these strategies for learning have easy to read selection tabs with a single word descriptor and simple graphics.
- Fresh Grade is a pedagogical documentation software for assessment. This tool follows the coherence principle with it’s simple and clear graphics and limited text. The clarity and simplicity in text and graphics make the tool very user-friendly.
Helpful Resources
Resource 1 - Less Material For Better Learning
Resource 1 - Less Material For Better Learning
- In this resource we learn that seductive details can divert learners’ attention from important instructional points, activate irrelevant knowledge and disrupt the learners’ organization of information. This includes video and graphic examples.
- This resource explains and critiques the Coherence Principle. It also gives a good demonstration of some possible violations of the coherence principle.
- This video provides viewer friendly, in-depth examples of the Coherence Principle and a clear description of the principle.
- In keeping with the theory that “less is more” this infographic and explanation give a clear understanding of the Coherence Principle
Research
- Clark, R.C, & Mayer, R. (2008). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (pp.153-172), 3rd Edition Pfeiffer Publishing, San Francisco, CA
- Garner, R.,Gillingham, M. G. & White, C. S. (1989). Effects of' seductive details' on macroprocessing and microprocessing in adults and children. Cognition and Instruction, 6(1), 41-57.
- Harp, S. F. & Mayer, R. E. (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., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93, 187–198.