Merrill’s Display Theory

Within each learning unit, optimal presentation tactics and components should be used to enable the learning process. David Merrill’s Components Display Theory (CDT) on these learning components and their displaying tactics enables instructional designers effectively keep the learner engaged in each learning unit. Content of typical courseware covers the “facts”, “concepts”, “procedures”, and “principles” of a specific knowledge or skill component. Depending on the learning outcome, a combination of presentation tactics and components enables the learner to “remember” the new learnings acquired via the courseware, “use” the learnings at work, and also “find” new ways to apply the learnings.

The CDT tactics—called “primary performance forms”—are:

• • Expository—”Show” the learners, including visuals and demonstrations

  • Expository—”Tell” the learners, including text and audio

  • Inquisitory—”Ask” the learners, including learner interactivities

The CDT components—called “secondary performance forms”—are:

• • Prerequisites, such as learner prerequisites

  • Objectives, such as learning objectives

  • Helps, such as global/ contextual helps, hints, job-aids (templates)

  • Mnemonics, such as job aids (checklists)

  • Feedback, such as remedial, reinforcement