Heuristics

=Michael's Multimodal Design Heuristics=

Heuristic 1
“Less is more”. Lean, précised text gets the point across better than lengthy elaborated text (particularly in PowerPoint presentations). Students should not have to read large amounts of information from the screen. If extensive reading is required, make this available in a form that does not need to be read on screen, i.e. in an additional printable document ([|Clark &Mayer, 2003]; [|Doolittle et.al., 2005]).

Heuristic 2
Incorporate, where possible, images that tell a story, giving the learner a reference point, or anchor for the information being transmitted. Do not use images for images’ sake. Pedagogical benefit must be present for their use ([|Clark & Mayer, 2003]).

**Heuristic 3**
Avoid including additional music or sounds, unless these are an essential component of the learning interaction ([|Sweller, 1999]).

**Heuristic 4**
Provide the learner with some control over the learning environment, ensuring the instructional strategy is made clear. In doing so, have a rich set of resources available (as an option) to help the learner make decisions. When providing these alternative representations, allow ample opportunity for learners to make decisions as to how to access these materials ([|Ainsworth & Van Labeke, 2002]).

Heuristic 5
When creating animation, use image and spoken text. The two sources of information can then be processed concurrently in working memory. If text has to be used with spoken text, keep it simple, preferably in point form only ([|Clark & Mayer, 2003]).

Heuristic 6
When using animation, allow access to an alternate version of the material, thereby catering for those learners who prefer to read instruction rather than view or listen. This is useful for learners with extensive prior knowledge who may choose not to access the further information ([|Mayer, 2001]). See also Heuristic 1.

Heuristic 7
Build knowledge gradually with stepwise segments of information (sequentially), not in one long presentation. The e-learning environment may be especially useful to learners when information is presented in smaller “chunks” to hold interest ([|Kalyuga, Chandler, & Sweller, 2001]). Where this includes audio components presentations should not exceed 12 minutes ([|Sankey, 2005]).

Heuristic 8
Ensure that background image or colour does not interfere with the clarity of information presented in the foreground. Use contracting colours; light on dark, dark on light; as against complimentary colours. Use variations in colour or intensity to highlight important information ([|Doolittle, 2002]).

Heuristic 9
Use simple graphics initially where possible, then add to complexity as the learning sequence progresses. Scaffold visual learning where appropriate, by building an illustration sequentially with animation or by a series of still images ([|Kalyuga et.al., 2001]).

Heuristic 10
Prevent the need for visual search, that is, make it obvious where to find certain elements by placing all related information together. Learners will then not have to hunt for this information ([|Mayer, 2001]). If related pictures and text are to be presented together on a page or screen, present them simultaneously, rather than separately. The two representations can then be processed in working memory concurrently ([|Mayer]). Use captioned images or incorporate the text into the image, where appropriate. Avoid referring to an image or diagram that appears on another page or screen ([|Klinger, 2000]).

Heuristic 11
The presence of additional multimedia enhancements should be made explicit by the use of markers or easily recognisable icons. Clear instruction should be given on how to use these elements for maximum benefit. It should be clearly indicated whether these elements are an alternative representation or stand alone ([|Sankey, 2006]).

Heuristic 12
The use of video may be preferred for a lecture style presentation. However, if the speaker is not confident in front of a camera only audio should be used. If only audio is used this should be made lively ([|Sankey, 2005]). This may be achieved by the use of vibrant voice, or multiple voices. More visual material should also be integrated into this style of presentation to reinforce concepts and allow students to concentrate on something which complements the voice ([|Doolittle et.al., 2005]).

Heuristic 13
The use of printable resources is important, particularly for mature age students and those with a read/write learning preference. Make printable materials easy to access and give clear guidance as to what these materials contain ([|Sankey, 2005]).

Heuristic 14
If extra elements such as formative quizzes are used, these should be incorporated and contextualised into the environment, rather than requiring students to link to the internet, thereby taking them away from the learning environment. Programmed feedback should also be provided with formative quizzes ([|Neal, 2007]).

Heuristic 15
If audio and video components are used, transcripts of the text should be made available, if subsequent content does not replicate the audio content. This will allow students to highlight and make notes on a printed copy, if required. This transcript does not necessarily need to be word-for-word, but must contain all the key elements of the audio content and appear in the same sequence ([|Sankey, 2005]).