A Review of the Fundamental Effects of Multimedia Information Presentation on Learning

Abstract

This paper examines the question, "Does multimedia information presentation help people learn?" The paper begins by describing general learning theory and several specific theories more closely related to multimedia and learning. To determine whether general multimedia learning is effective, the paper reviews studies comparing learning in traditional classroom lectures to learning with computer-based multimedia. Using empirical studies, the paper identifies factors that appear to affect the ability to learn from multimedia information. Theoretical explanations for the factors are suggested. To provide applied benefits, the paper describes media allocation recommendations that are based on empirical findings. These recommendations support the overall finding that multimedia information presentation appears to help people learn in specific, carefully defined situations.