Pretraining: Before the actual content presentation begins, provide pretraining on the names and characteristics of key concepts in a complex lesson. (p. 191)

Contiguity: Corresponding graphics and printed text should be close to each other on the screen. Corresponding graphics and audio text should be appropriately timed. (pp. 80, 86)

Multimedia: E‐learning instruction should include words and graphics that support learning, rather than words alone. (p. 56)

Redundancy: Explain visuals with words in audio or text: not both. (p. 117)

Personalization: Use a conversational style of language rather than a formal style. Use effective onscreen coaches (agents) to promote learning. (p. 157)

Modality: Words should be in spoken form rather than printed form whenever a graphic is the focus of the words and both are presented at the same time. (p. 101)

Segmenting: In lessons with complex content, break a lesson into smaller parts, presented one at a time. (p. 186)

Coherence: Avoid adding interesting information (e.g., audio, graphics, and text) that does not support the learning objectives. (p. 135)