Mayer (2014) defines multimedia learning as occurring when learners build mental representations and construct knowledge from words (spoken text or printed text) and pictures (illustrations, photos, animation, or video). He advocates a learner-centred approach based on designing with an awareness of people’s cognitive capabilities. In this section, I will synthesise the central evidence-based multimedia learning theories including Dual Coding Theory (Paivio, 1971), the Cognitive Theory of Multimedia Learning (Mayer, 2009) and aspects of Cognitive Load Theory (Sweller, Ayres, & Kalyuga, 2011) which relate to multimedia learning.