Book contents
- Teaching with Instructional Video
- Teaching with Instructional Video
- Copyright page
- Contents
- Figures
- Tables
- Boxes
- Preface
- Acknowledgments
- About the Author
- Part I Introduction
- Part II Engage
- Part III Focus
- Chapter 12 Simplicity Principle
- Chapter 13 Visual Signaling Principle
- Chapter 14 Caption Principle
- Part IV Manage
- Part V Connect
- Part VI Assimilate
- Part VII General Conclusion
- Author Index
- Subject Index
- References
Chapter 12 - Simplicity Principle
Extraneous Words and Graphics Are Weeded Out
from Part III - Focus
Published online by Cambridge University Press: 22 April 2026
Book contents
- Teaching with Instructional Video
- Teaching with Instructional Video
- Copyright page
- Contents
- Figures
- Tables
- Boxes
- Preface
- Acknowledgments
- About the Author
- Part I Introduction
- Part II Engage
- Part III Focus
- Chapter 12 Simplicity Principle
- Chapter 13 Visual Signaling Principle
- Chapter 14 Caption Principle
- Part IV Manage
- Part V Connect
- Part VI Assimilate
- Part VII General Conclusion
- Author Index
- Subject Index
- References
Summary
The chapter addresses: 1. Overview of the Simplicity Principle. 2. Theoretical Rationale for the Simplicity Principle. 3. Empirical Rationale for the Simplicity Principle. 4. Boundary Conditions for the Simplicity Principle. 5. Applications of the Simplicity Principle
Keywords
Information
- Type
- Chapter
- Information
- Teaching with Instructional Video , pp. 133 - 142Publisher: Cambridge University PressPrint publication year: 2026
References
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Mayer, R. E. (2024). The past, present, and future of the cognitive theory of multimedia learning. Educational Psychology Review, 36(1), 8.CrossRefGoogle Scholar
Mayer, R. E., Griffith, E., Naftaly, I., & Rothman, D. (2008). Increased interestingness of extraneous details leads to decreased learning. Journal of Experimental Psychology: Applied, 14, 329–339.Google ScholarPubMed
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(1), 187–198.CrossRefGoogle Scholar
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.Google ScholarPubMed
Moreno, R., & Mayer, R. E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 92(1), 117–125.CrossRefGoogle Scholar
Rey, G. D. (2012). A review of research and a meta-analysis of the seductive detail effect. Educational Research Review, 7(3), 216–237.CrossRefGoogle Scholar
Sundararajan, N., & Adesope, O. (2020). Keep it coherent: A meta-analysis of the seductive details effect. Educational Psychology Review, 32(3), 707–734.CrossRefGoogle Scholar
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