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- Multimedia is media and content that uses a combination of different content forms. This contrasts with media that use only rudimentary computer displays such as text-only or traditional forms of printed or hand-produced material. Multimedia includes a combination of text, audio, still images, animation, video, or interactivity content forms.  •Multimedia is usually recorded and played, displayed, or accessed by information content processing devices, such as computerized and electronic devices, but can also be part of a live performance. Multimedia devices are electronic media devices used to store and experience multimedia content.
- Multimedia is distinguished from mixed media in fine art; by including audio, for example, it has a broader scope. The term "rich media" is synonymous for interactive multimedia. Hypermedia can be considered one particular multimedia application.

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Mayer's cognitive theory of multimedia learning presents the idea that the brain does not interpret a multimedia presentation of words, pictures, and auditory information in a mutually exclusive fashion; rather, these elements are selected and organized dynamically to produce logical mental constructs.

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The cognitive theory of multimedia learning specifies five cognitive processes in multimedia learning: selecting relevant words from the presented text or narration, selecting relevant images from the presented graphics, organizing the selected words into a coherent verbal representation, organizing selected images into a coherent pictorial representation, and integrating the pictorial and verbal representations and prior knowledge.

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Three demands on the learner's cognitive capacity during learning are extraneous processing (which is not related to the instructional objective), essential processing (which is needed to mentally represent the essential material as presented), and generative processing (which is aimed at making sense of the material).

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Three instructional goals are to reduce extraneous processing (for extraneous overload situations), manage essential processing (for essential overload situations), and foster generative processing (for generative underuse situations). Multimedia instructional messages should be designed to guide appropriate cognitive processing during learning without overloading the learner's cognitive system.

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Gagne's model of instructional design is based on the information processing model of the mental events that occur when adults are presented with various stimuli and focuses on the learning outcomes and how to arrange specific instructional events to achieve those outcomes.

Gagne's Nine Events of Instruction model helps trainers, educators, and instructional designers structure their training sessions. The model is a systematic process that helps them develop strategies and create activities for instructional classes. The nine events provide a framework for an effective learning process.

The nine levels are split into three categories, which are then broken down even further.

1. Preparation

Gaining attention

Informing learners of the objective

Stimulating recall prior to learning

2. Instruction and Practice

Presenting the stimulus

Providing learning guidance

Eliciting performance

Providing feedback

3. Assessment and Transfer

Assessing Performance

Enhancing Preparation and Transfer.

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A – Analyse
• Personal and educational information of audiences
• Leaners’ needs
• Desired learning outcomes

D - Design
• Assessment instruments
• Types of media to be used (audio/video)
• Level and types of activity
• Time frame for the activity

D - Develop
- creating a prototype to demonstrate the general concept of the material
- developing quality materials that can attract pupils and can fulfill the learning objectives
- it also needs to undergo a test run by examining pupil's feedback until it works.

I - Implementation
• Aware of the emotional feedback given by teachers and students during initial demonstration of the project.
• As the project proceeds, survey the users if they are able to grasp the topic immediately or do they need help.
• Prepare a back-up tool in the event of initial failure of the project.

E - Evaluation                                                                                                                                      A great way to get feedback is to ask learners to complete surveys at the end of their course. This can be done within the course (using your authoring tool). Create questions specific to the points above but, also encourage learners to give feedback in a free text box so that you are aware of any gaps you may not have thought of.
You should come out with: An evaluation report and actionable changes for the current or future courses

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Sia Lin Ling, Woi Min Xuan, Liew Sze Min