A design recommendation from Mayer’s (2001) cognitive theory of multimedia learning. The coherence principle is a reformulation of the traditional principle of reduction.
The coherence principle can be demonstrated with high effect sizes of 1.66 d (Cohen’s d). The coherence principle holds under the conditions that the learner’s prior experience is low and the content is complex.
Adherents of cognitive psychology view working memory as a critical factor in learning. Considering the coherence principle aims to enable better use of working memory.
References
Mayer, Richard E. (2001): Multimedia Learning. Cambridge [u. a.]: Cambridge Univ. Press
Sweller, John (1999): Instructional Design. Camberwell, Victoria: ACER Press (Australian Education Review 43).