The chapter on "Multimedia Learning" by Richard E. Mayer from the University of California, Santa Barbara, discusses the effectiveness of using words and pictures together in educational materials. The author argues that multimedia learning can enhance understanding and retention compared to using words alone. The process of multimedia learning involves information acquisition and knowledge construction, with three possible outcomes: no learning, rote learning, and meaningful learning. Meaningful learning depends on the cognitive activities of the learner rather than their behavioral activities. Mayer outlines nine principles of multimedia design, including multimedia, spatial contiguity, temporal contiguity, coherence, modality, redundancy, pre-training, signaling, and personalization. Each principle is supported by theoretical and empirical evidence. For example, spatial contiguity suggests that corresponding words and pictures should be placed close together to facilitate better memory retention. Temporal contiguity emphasizes the importance of presenting corresponding words and pictures simultaneously. Coherence states that extraneous material should be excluded to maintain focus on the essential content. Modality suggests that animation and narration are more effective than on-screen text alone. Redundancy highlights the need to avoid overloading the visual channel. Pre-training and signaling improve learning by reducing cognitive load. Personalization, such as using a conversational style, enhances engagement and comprehension. Research shows that these principles are particularly effective for learners with low prior knowledge and high spatial ability. Overall, the study of multimedia learning offers valuable insights into educational psychology.The chapter on "Multimedia Learning" by Richard E. Mayer from the University of California, Santa Barbara, discusses the effectiveness of using words and pictures together in educational materials. The author argues that multimedia learning can enhance understanding and retention compared to using words alone. The process of multimedia learning involves information acquisition and knowledge construction, with three possible outcomes: no learning, rote learning, and meaningful learning. Meaningful learning depends on the cognitive activities of the learner rather than their behavioral activities. Mayer outlines nine principles of multimedia design, including multimedia, spatial contiguity, temporal contiguity, coherence, modality, redundancy, pre-training, signaling, and personalization. Each principle is supported by theoretical and empirical evidence. For example, spatial contiguity suggests that corresponding words and pictures should be placed close together to facilitate better memory retention. Temporal contiguity emphasizes the importance of presenting corresponding words and pictures simultaneously. Coherence states that extraneous material should be excluded to maintain focus on the essential content. Modality suggests that animation and narration are more effective than on-screen text alone. Redundancy highlights the need to avoid overloading the visual channel. Pre-training and signaling improve learning by reducing cognitive load. Personalization, such as using a conversational style, enhances engagement and comprehension. Research shows that these principles are particularly effective for learners with low prior knowledge and high spatial ability. Overall, the study of multimedia learning offers valuable insights into educational psychology.