Cognitive principles of multimedia learning: The role of modality and contiguity

Students viewed a computer animation depicting the process of lightning. In Experiment 1, they concurrently viewed on-screen text presented near the a nimation or fat from the animation, or concurrently listened to a narration . In Experiment 2, they concurrently viewed on-screen text or listened to a narration, viewed on-screen text following or preceding the animation, or listened to a narration following or preceding the animation. Learning was measured by retention, transfer, and matching tests. Experiment 1 revealed a spatial-contiguity effect in which students learned better when visual an d verbal materials were physically close. Both experiments revealed a modal ity effect in which students learned better when verbal input was presented auditorily as speech rather than visually as text. The results support 2 c ognitive principles of multimedia learning.