Admittedly, I was first impressed with the earlier, smaller, and simpler (just 10 principles!) 2008 Multimedia Learning. This, The Cambridge Handbook of Multimedia Learning (2014), is more extensive, impressive, and complete, but it can be overwhelming. It’s depth can have a somewhat paralyzing effect when it comes to practical application in the classroom: here is the principle; here are the effect sizes; wait: here are boundary conditions – will it work in my classroom? Who knows… more knowledge makes you realize how much is still unknown…

My recommendation would be to start with Mayer’s more accessible original (whose new 3rd edition is to be released on August 13, 2020), and then venture into this much more complex and more in-depth territory…

From the introduction: “Multimedia learning is learning from words and pictures. The rationale for studying multimedia learning is that people can learn more deeply from words and pictures than from words alone. A goal of research on multimedia learning is to understand how to design multimedia learning environments that promote meaningful learning. The research base concerning multimedia learning is reflected in the 34 chapters of this handbook. What is new in this second edition is a sharp increase in the research base, the addition of seven new principles of multimedia learning , a broadening of contexts for studying multimedia learning , a better delineation of boundary conditions for principles , and refinements of theories of multimedia learning.”

“People can learn more deeply from words and pictures than from words alone. This seemingly simple proposition- which can be called the multimedia learning hypothesis – is the main focus of this second edition of The Cambridge Handbook of Multimedia Learning . Each of the 34 chapters examines an aspect of the multimedia learning hypothesis…” (p.1)

Book info on the Cambridge UP site

Mayer: Solid Core Principles