THE IMPLEMENTATION OF MAYER’S MULTIMEDIA PRINCIPLES IN DIGITAL STORYTELLING: A MESSAGE DESIGN ANALYSIS OF FERRY IRWANDI’S VIDEO ESSAYS

Abstract

In the digital education ecosystem, digital storytelling formats such as video essays can trigger cognitive overload if not systematically designed. This qualitative study utilizing descriptive content analysis critically analyzes the implementation of Richard E. Mayer’s twelve multimedia learning principles on Ferry Irwandi’s YouTube channel to manage audience attention in informal environments. Purposive sampling selected three high-density video essays focusing on chronological history and macroeconomics published between 2024 and 2026, each exceeding a fifteen-minute duration. Data analysis involved iterative unitizing, coding, frequency tabulation, and cognitive-based interpretation. The findings reveal a consistent pattern dominated by three core message design pillars: (1) reducing extraneous processing via Coherence and Signaling through high-contrast neon text and chalk markings; (2) managing essential processing via Segmenting and Modality using micro-chapters and voice-overs as visual offloads; and (3) fostering generative processing via Personalization and Voice through a humanized conversational tone. The implications recommend that instructional designers adopt these creative editing techniques to package complex academic materials adaptively without sacrificing conceptual depth.