Evaluating “Reading Bear”: An analysis of a multimedia phonics programme using Mayer’s principles of multimedia learning

This study evaluates Reading Bear (RB), a multimedia phonics programme, using Mayer’s 12 principles of multimedia learning to assess its design for phonics instruction. The results suggest that RB aligns well with key principles such as spatial contiguity, segmenting, and multimedia integration, effectively supporting phonics learning by combining visuals and audio in a structured format. However, partial adherence to the redundancy, personalisation, and modality principles suggests areas for improvement, such as reducing redundant text, adopting a conversational tone, and adjusting audio pacing. These refinements could enhance the pedagogical impact of RB, making it a more adaptable tool for young learners. This analysis provides useful insights for schools, educational administrators, teachers, and policymakers considering the implementation of phonics programmes in different learning contexts. Future research could further explore the usability of RB through quantitative analysis, large-scale research and comparative studies.