Multimedia learning: Are we asking the right questions?

How can we help students to understand scientific explanations of cause-and-effect systems, such as how a pump works, how the human respiratory system works, or how lightning storms develop? One promising approach involves multimedia presentation of explanations in visual and verbal formats, such as presenting computer-generated animations synchronized with computer-generated narration or presenting illustrations next to corresponding text. In a review of eight studies concerning whether multimedia instruction is effective, there wz~s consistent evidence for a multimedia effect: Students who received coordinated presentation of explana-tio:ns in verbal and visual format (multiple representation group) generated a meldian of over 75 % more creative solutions on problem-solving transfer tests than did students who received verbal explanations alone (single representation group). In a review of 10 studies; concerning when multimedia instruction is effective, there was consistent evidence for a contiguity effect: Students generated a median. of over 50 % more creative solutions to transfer prolblems when verbal and visual explanations were coordinated (integrated group) than when they were not colordinated (separated group). Finally, in a review of six studies concerning for whom multimedia instruction is effective, Attribute x Treatment interactions indicated that multimedia