Multimedia learning: Contributions of learners’ verbal abilities and presentation modalities

Abstract

In the current investigation, two studies were designed to examine the effects of learner’s individual cognitive differences and presentation types on students’ learning, using an experimental research design. Prior to the participation in one of two studies, college students were tested on measures of verbal ability, visual memory, and background knowledge. In the first study, 114 students were presented with narration-based lessons (narration + image or narration-only) while in the second study, 190 students were presented with text-based lessons (text + image, text + image + narration, or text-only) followed by comprehension questions. In both studies, verbal ability was a strong concurrent predictor of learning outcomes irrespective of the type of instructional media. Behavioral and eye-gaze data indicated that multimedia presentations resulted in better learning outcome than single media presentations both in the narration-based and text-based conditions and that redundant presentations of information did not improve learning. Findings support the use of multimedia instructional platforms in conjunction with strengthening students’ verbal skills.