Educational multimedia has proven to be an effective and efficient way of learning. Designers strive to produce multimedia that convey concepts most efficiently. That is to design multimedia that imposes the least possible cognitive load on the learner. Mayer’s multimedia design principles are well-known, and multiple pieces of research have proven them to be effective. Reviewing the literature makes it obvious that there is a lack of a neurologically supported measure to express the effectiveness of these principles in the enhancement of the learning process. Mayer has reported the importance of these principles through effect sizes of scores obtained from transfer tests taken from the subjects. In this research, we utilized five of the twelve design principles introduced by Mayer to create With-Principles multimedia. These five principles were signaling, coherence, spatial contiguity, temporal contiguity and redundancy. We selected one chapter from Oxford’s open forum 3 and designed two versions of multimedia (With-Principles and Without-Principles) for the chapter. In one version, we designed the multimedia according to the design principles, and in the other version, no specific design principles were applied. A total number of 28 non-native English speaker students were divided into two groups. One group watched the With-Principles version of the multimedia, and the other group watched the Without-Principles version. NASA-TLX and a final comprehension test accompanied the procedure. Meanwhile, the subjects’ brain signals were being recorded. The results from both the post-task tests and the EEG analysis show that the With-Principles multimedia has imposed a significantly lower cognitive load on the learners. Furthermore, we propose the effectiveness of each principle by measuring the amount to which each principle has contributed to reducing the cognitive load of the subjects during the multimedia. Subjects’ brain signals analysis reveals that the signaling and the spatial contiguity principles have the most effect on learning enhancement.

教育多媒体已被证明是一种有效且高效的学习方式。设计师努力制作能够最有效地传达概念的多媒体。那就是设计对学习者施加最小可能认知负担的多媒体。Mayer 的多媒体设计原则是众所周知的，多项研究证明它们是有效的。回顾文献很明显，缺乏神经学支持的措施来表达这些原则在增强学习过程中的有效性。Mayer 通过从受试者的转移测试中获得的分数的影响大小报告了这些原则的重要性。在这项研究中，我们利用 Mayer 介绍的 12 条设计原则中的 5 条来创建 With-Principles 多媒体。这五个原则是信号、连贯性、空间连续性、时间连续性和冗余。我们从牛津开放论坛3中选择了一个章节，并为该章节设计了两个版本的多媒体（With-Principles和Without-Principles）。在一个版本中，我们根据设计原则设计了多媒体，而在另一个版本中，没有应用特定的设计原则。共有 28 名非英语为母语的学生被分为两组。一组观看有原则版的多媒体，另一组观看无原则版。NASA-TLX 和最终的理解测试伴随着程序。与此同时，受试者的大脑信号被记录下来。任务后测试和脑电图分析的结果表明，With-Principles 多媒体对学习者的认知负荷显着降低。此外，我们通过测量每项原则对减少多媒体期间受试者认知负荷的贡献量来提出每项原则的有效性。受试者的脑信号分析表明，信号和空间连续性原则对学习增强的影响最大。