Multimedia Learning
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AIED learning systems sometimes employ multimedia instructional materials that leverage technology to replace instructional text with narrations. This can provide cognitive advantages and disadvantages to learners. The goal of this study is to improve principals of information design that cater to human information processing. Prior research in educational psychology has focused on facilitating learning by presenting information in two modalities (auditory and visual) to increase perceptual information flow. It is hypothesized that similar effects might also occur during cognitive manipulations (e.g., extended storage and fact association). The described study separates perceptual in-formation effects from those of cognitive operations by presenting auditory and visual information separately. The typical multimedia effect was not found, but other influences on learning were observed. An understanding of these other causes will help us create a more complete picture of what producers of multimedia learning materials should consider during design.