Coherence Principle 1: Avoid e-Lessons with Extraneous Audio

Clark and Mayer (2011) advise teachers not to include unnecessary audio (including music) in instructional multimedia. They reason that background music and souncs may overload working memory (p 154). The authors point out that there is arousal theory which predicts that students will learn more from multimedia that includes interesting sounds and music (p 156). But according to the authors cognitive theory of multimedia learning indicates otherwise.



Link to video titled, The Best Prezi Presentation Ever!

The Prezi presentation above titled, "The Best Prezi Presentation Ever!" is not. It may have been designed to pacify the hyperactive mind. It includes music with lyrics that do not correspond with any of the other media coming at the viewer rapidly. I think the fact that it contains lyrics makes it all the more likely to overload working memory. Several of the comments posted below the presentation on YouTube commend the music. But based on research reported by Clark and Mayer it is likely that viewers retain less of the intended content because of the presence of the music. If the purpose of instructional content is to get lesson content through working memory and to anchor that new content in long-term memory, music and lyrics are more likely to clog up working memory than to facilitate learning.

Reference

Clark, R. C. & Mayer, R.E. (2011). E-learning and the science of instruction: Proven Guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.