How does text affect the processing of diagrams in multimedia learning?

Abstract

In multimedia learning, adding written text to a diagram tends to hurt learning when the verbal information could instead be presented as narration. Explanations of this effect have been based on models of working memory. The current study employs eye tracking to explore an alternative explanation: that this effect stems from differences in perceptual processing instead. The results of this study suggest that accompanying diagrams with written text leads to perceptual (visual) overload. This finding represents an important distinction for explanations of multimedia learning effects. © 2010 Springer-Verlag.