ABSTRACT
Background:MBBS 1styear students access online animations in Biochemistry whichin turn helps them understand the rationale behinddiagnosis and management of diseases. However,there is a paucity of studies that have analysed online animations in Biochemistry based on Mayer’s Multimedia learning principles.Our objective was to analysethe design of freeonline animations in Biochemistry using a framework based on Multimedia Learning Principlesthat reduceextraneous processing.Material And Methods:In this cross-sectional study, design of 102 online Biochemistry animations was analysed using a framework based on Multimedia learning principlesthat reduce extraneous processing, and Focus Index (FI) score was calculated.Result:41.2 % of the animations had a FI score of less than 5, suggesting that these animations do not comply with all Multimedia learning principles.Animations violated individual principles in the range of 11 -17%. Conclusion:Significant proportion (41.2%) of online Biochemistry animationsdo not comply with all the Multimedia learning principles, suggesting that users of these animations may be distracted by extraneous content in the animationsleading to poor learning outcomes. Multimedia learning principles should be incor porated while designing animationsto enhance theirpotential as learning aids for MBBS students.