ABSTRACT
Background:MBBS students access online animation videos to understand complex concepts. However, multiple studies have raised concerns regarding quality of online educational videos. Animations designed using Mayer’s principles have been shown to improve learning outcomes.In this study, we analysedpattern and design qualityof online genetics animations using Mayer’s principles. Material And Methods:In this cross-sectional study, we analysed 59 online genetics animations chosen from MBBS 1styear Biochemistry syllabus. These animations were shortlisted through systematic search on www.google.comand www.youtube.com. These were analysed using Mayer’s multimedia learning principles that manage extraneous processing. Result:54% (33) of the animations complied with all the multimedia learning principles that manage extraneous processing. However, 44% (26) animations violated multimedia learning principles in various combinations. Amongst the animations that violated multiple principles, combination pattern of Signalling+Spatial Contiguity+Temporal Contiguity was most common (7 out of 26 animations). Conclusion:Majority of the animations follow all the Mayer’s multimedia principles that manage extraneous processing. However, significant portion of animations violated multimedia leaning principles in various combinations and their use may result in poor learning outcomes. By adopting a few easy to implement measures, teachers can increase their effectiveness as visual learning aids for MBBS students.