We employed the following six research-based principles (Clark & Mayer, 2014) for multimedia learning as the guidelines for presenting the textbook content:

1. Multimedia Principle: Use both words and pictures to present content.
2. Coherence Principle: Avoid using extraneous visuals.
3. Spatial Continuity Principle: Place words near corresponding graphics.
4. Segmenting Principle: Break a continuous lesson into bite-size segments.
5. Signaling Principle: Highlight main ideas and organizations of the material.
6. Pre-training Principle: Ensure that learners know the names and characteristics of key concepts.

While we added more images to help present content, we ensured that the use was minimal and they were relevant to the content. We used curated videos extensively to help explain course concepts. These videos were selected from reliable sources. We only selected short videos that are generally no more than 10 minutes long. They must also be accessible with captions or transcripts. We embedded a total of 111 videos in 20 chapters – students do not need to navigate away from the book in order to watch the videos.

We embedded frequent self-assessment exercises in the textbook to engage students by enabling them to practice and reflect on their learning. We added 130 quick knowledge check questions, which are multiple-choice questions placed right after the corresponding topics. There are also 74 review questions, which are open-ended questions at the end of each chapter.

We provide students with instant feedback on both correct and incorrect answer choices when they practice with quick knowledge check questions. Students can also check for answers and explanations for the review questions.

We believe in the benefits of a student-as-producer approach – students are not only consumers of knowledge but also producers of knowledge. We recruited several students to help with content, assessment, and web design under the supervision and guidance of the project leads. They have had some experience with the course, for example, completing the course as a student, working as a teaching assistant, or a peer tutor for the course. Their perspectives on how a textbook should be designed for students became valuable assets for the project. We appreciate their contributions, without which this project would not be successful. To learn more about these contributors, please take a look at our project team.

The textbook was reviewed by people who are not involved in the project, They provided valuable feedback to the book and its redesign. We made revisions based on their feedback before the textbook was made available to students.

We collect feedback from students who take the class, ECON-2105, for continuous revision and improvement of the textbook. We also welcome feedback from other educators and students who use the textbook. Please feel free to let us know how we can make the textbook better so that it can be beneficial to all people learning macroeconomics.