随着以计算机技术为代表的信息技术的飞速发展，无论是课堂教学还是其他学习形式中，多媒体技术以其丰富的表现形式而手段，跻身成为一种重要的工具。但是，多媒体就像一把双刃剑，不恰当的使用使得学习者对它的评价并不尽如人意。经调查，一个很重要的原因是界面设计增加了学生的认知负荷，使得学生易出现注意力分散、视觉疲劳、迷航等现象。关于这方面的研究一直在持续，许多教育领域的研究者就界面设计的某一方面给出了合理性意见和建议。在这些研究的基础上，本研究尝试将认知负荷理论、设计知识与实践相结合，通过对比分析，总结归纳适用于多媒体学习界面设计的指南，以期能够改善学习者在使用多媒体学习时的认知负荷，从而更好的发挥多媒体学习的优势。本研究认为合理化的界面设计能够降低学生的外在认知负荷，并且通过改善情绪体验来增加学习者的学习兴趣。研究分为四个部分：第一部分，通过调研大量文献，对认知负荷、界面设计及相关理论知识和实践成果进行梳理，确定本研究的起点和依据；第二部分，通过分析认知负荷效应与认知超载的类型，将其与界面设计相联系，分析界面设计中应当注意的问题；第三部分，结合第二部分与设计领域最新的实践成果相联系，分析并设计多媒体学习界面设计指导书；第四部分，在设计指导书的基础上，设计实验，验证指导书的有效性。

With the rapid development of information technologies, especially the computer technology, the multimedia technology has become one important tool in both conventional instruction and other ways of learning. But multimedia is just a double-edged sword, that learners did not give it a very highly evaluation for its inappropriate usage. Some surveys show that one mainly reason is that the user interface added much cognitive load, which caused the distraction, visual fatigue, disorientation and so on. Researches about this topic are continuing that many researchers showed their opinions and suggestions about one aspect of interface-design. Based on this surveys, this study tried combine the Cognitive Load Theory(CLT) and knowledge & practice of interface-design, by comparison and analysis, summarize the guidance of multimedia learning interface design, with the proposal of reducing the cognitive load and then make the multimedia learning play a better role.This study suggests that rationalized interface-design can reduce the extraneous cognitive load, and make learners more interesting about learning by improving their emotional experience. The study has four parts. Firstly, it determined the starting point and theoretical basis of the study through extensive literature research on CLT and interface-design. Secondly, by analyzing the effects of cognitive load and the types of over load, and their influence on interface-design, give out the important points that should be attentioned in the design. Thirdly, make out the guidance of multimedia learning interface design. Finally, verify the effectiveness of the guidance by a series of experiments.