When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages?

In 2 experiments, students received 2 presentations of a narrated animation that explained how lightning forms followed by retention and transfer test s. In Experiment 1, learners who were allowed to exercise control over the pace of the narrated animation before a second presentation of the same mat erial at normal speed (part-whole presentation) performed better on transfe r but not retention tests compared with learners who received the same 2 pr esentations in the reverse order (whole-part presentation). In Experiment 2 , learners who were allowed to exercise control over the pace of the narrat ed animation across 2 presentations (part-part presentation) performed bett er on transfer but not retention tests compared with learners who received the same 2 presentations at normal speed without any learner control (whole -whole presentation). These results are consistent with cognitive load theo ry and a 2-stage theory of mental model construction.