 So, in the previous learning dialogues, you have gone through different multimedia principles that help you to be able to create engaging learning content for your students. Such principles include the Lydandas principle, Modalist principle, and multimedia principle. Now, in this learning dialogue, we are going to discuss about some more principles that will help you even create more engaging content for your students as well. But before we proceed with this learning dialogue, let us start with the following reflection sport. So, Mr. Joe is a baroji teacher. He has created a 15 minutes learning content for his students and he plans to use this content for his students during Fripti classroom. But whenever this content is playing, there is a background music that comes at a slow note. And Amina is one of his students who uses this content and she says that this content is okay for her to be able to learn better. However, Kavita is another student of Mr. Joe who says that this sort of background music is actually distracting her from learning better. Now, what is your opinion about Amina and Kavita? Pause the video, write down your responses and when you are done, resume. You might have given different suggestions about the effect of the background music in Mr. Joe's class. And some of you might have said that, okay, for me, this type of music or background music is actually important because it helps me to be able to learn better in some situations. And some of you might have said that, okay, this type of content which has background music of this sort at a slow pace could be something distracting. And in some cases, I get distracted when I hear how I fall such lessons. And others might have said it differs from situations and situations depending on the type of content that you are learning and where you want to use that content itself. So now let us see what cognitive theory of multimedia learning says about the effect of background music in different contents for U.S. students to be able to learn better. Now, cognitive theory of multimedia learning says that all humans have two channels. One is used for all the information related to visual or pictorial representations, but again another channel is basically used for all audio or verbal information that you process. Now, but all these channels are actually limited in terms of capacity and therefore the more you add information to it or the more you overload it, it becomes hindrance to some process of learning that may happen in your head. And therefore in some cases, some background music may be distracting for some learners where learners get it difficult to be able to move forward as they use that content itself. So in most cases active learning occurs whenever the content is engaging and it allows this cognitive process to be able to happen in your own head. Therefore, and this is one of the mistakes that common instruction designers or e-learning content developers make to use non-related background music in such contents which becomes a hindrance to some of your students to be able to learn because in some situations this may not be a good practice in general. Therefore, we can generally say that background music may not be suitable in some situations, situations such as when the content is actually new to your new students or to your learners, but in some situations where probably the content is actually being spoken or being taught at a pace that the learner cannot be able to control or in situations where the learner cannot be able to follow the speed at which the content is being displayed. So in such cases the background music may not be actually of importance. So generally whenever we are including background music in some content it may affect the learners to be able to learn better because of the noise that comes up and because you are actually overloading your working memory. Now this brings us to a discussion about coherence principle. Coherence principle says that use less materials for your students to be able to learn better. So what do we mean by this statement is that do not include extraneous words in your content, do not use extraneous graphics in your content, but do not use extraneous sounds in your content. Always make it simple, use only less materials to be able to engage your students and be able to learn better in such situations. And this is evident in the example we have given about the effect of background music in your content. So the first rule of coherence principle states that whenever you are creating any content, whenever you are creating content for your students that involves a lot of channels, make sure that you are avoiding all these extraneous sounds that may affect the human brain or may affect the human memory to be able to work better. Because whenever you are adding extra information such as extra background music or extra sounds it actually overloads your working memory and therefore it prevents you from the process of learning better for your students or from the process of learning better whenever you are creating the content for your students. Now here is a scenario. We are talking about Mr. Joe again the same biology teacher who teaches now who is teaching about flowers. So he has created a content about flowers for his students and he wants the main objective of this content is actually to students be able to understand and identify the parts of the flowers. Now he has created the following content as you see here that the students need to go through and be able to learn and understand about the parts of the flower. Now take a moment, take a few seconds, look into this image here and then think of what is wrong with this particular image that you see on this side. So as you can see this image is full of text. You can see that it has a lot of text on the left side of the image but again you have the flower being put on the left side of the image. So this amount of information or text becomes a little bit cumbersome for students to be able to follow to be able to learn better and this is actually what you call the second rule of the Quarellis principle which states that avoid extraneous words to any learning content that your students need to undergo. Now if we look into this image here we can be able to see that all the text that has been there in the previous image have been reduced in the sense that students can now be able to learn better and you can see that the flower itself has different parts that are shown and each part has been labeled by a little bit of a diagram and a little bit of details and again in this way we can also therefore be able to reduce the amount of text that has been shown in the previous image to this new image and this makes easier for lenas to be able to follow up the lesson much more easier and it allows the lena to be able to pay attention to all the details of the flowers as it is shown. In this case therefore you allow your lenas to be able to learn better. So this is an example where the principle of Quarellis has been applied on rule number two which says that always avoid extraneous words into your content so that your students can be able to learn better and digest better the information that is put on that particular image. Now let us look into another example where we speak about Mr. James who is a physics teacher now. So Mr. James is a physics teacher who prepares a lesson about light bulbs. His main objective for his students is actually to be able to identify the parts of a bulb and then be able to locate them and then look into this picture here and take a moment think of the picture and image and then think of what is wrong with this particular image here. Now if you look into the image you see that the image consists of two parts. One has a picture of Thomas Edson who is the inventor of the bulb and the other part has a picture of the bulb itself with different parts. Now if you look into the objective of this lesson we see that the objective of this lesson was actually to allow students to be able to identify the different parts of the bulb. Now there is an extra graphic that has been added this picture of Thomas Edson which was not important to be put in this particular image here. So adding such information or such details or such graphics into a lesson may hinder the process by which your students can be able to learn because it actually adds a load to your cognitive capacity and therefore overloading of your memory may lead to less learning and therefore preventing the learner to be able to learn. This is actually rule number three of Coherence Principle which says that always avoid multimedia lessons that have extraneous graphics. So omit all graphics that is not important to be put to be part of your lesson so that learners can be able to grasp the information that is required at one time allowing them to be able to follow the lesson in a much easier way of learning. So now look into the following image and see the difference. So if you look into this image here it shows therefore that we have removed the image of Thomas Edson it only remains the image of a bulb and its part. So in this case it becomes much more easier for the learner to be able to follow because you can be able to see that it's much more clear and less information and less graphics which makes it easier for the learner to be able to follow the lesson. So and this enhances the ability to be able to learn better which implies therefore that cognitive load or your cognitive processes are not overloaded by the information or the graphics that's put and this is how Coherence Principle actually works. Now these are the takeaways from this particular Coherence Principle. So in all cases whenever you're creating your content you are creating alien content for your students or for many applications. Remember always to be able to avoid extraneous information into that content. Do not involve too much of graphics in your content. Do not involve too much of words and text into your content. Do not involve too much of sounds or background music into your content because all these can be able to overload your memory, your working memory which implies therefore that learning may be affecting your process. So always remember to avoid these information that you're putting and always remember to make sure that you are not including any unnecessary material because the principle of Coherence says that use less materials for better learning and therefore avoiding all these materials or content that you add enhances your learning for your students and this makes it much more easier for them to be able to understand the content easier. So generally whenever we are adding these contents extra materials we could be able to see that first of all it brings destruction to your students they are not concentrating on the content and therefore they have to switch here and there looking to all the information that is put on that requirement. But again these extra information that we are putting may be distracting in a way that your students may not be able to learn better or build appropriate connections to the previous knowledge to the current knowledge and therefore in such a way and in such cases try to avoid these extraneous materials as much as possible. Then again in some cases this content that we are adding as extraneous materials may also bring about the concept what you call seduction which is something that is climbing inappropriate existing knowledge by your student bringing them to be able to connect to what they are actually seeing. For instance when you see that image of a bulb students could start thinking of other things that are not connected to this content and therefore making it much more complicated for them to be able to learn and connect to what they are actually learning in this process or in this lesson that is existing at this particular time. That's all about this lesson in the next lesson we are also going to discuss about other principles like segmenting principle and also personalization principle.