Selecting Multimedia Interactions to Build Knowledge Structures

Two sets of multimedia learning materials were compared for their ability to promote learning of introductory computer programming The first set of materials was a sequentially navigated multiple-screen multimedia application created according to well-established instructional design frameworks developed for the classroom or print materials. The second set was presented on a single screen designed in accordance with multimedia learning theory. The first set proved poorer for learning than standard laboratory session materials. The second set supported learning in novice learners to a greater degree than an equivalent set of print materials, the first set of multimedia materials, and the standard laboratory materials from the first experiment. The most apparent difference in the two sets of materials was that the second set aimed to reduce split attention by including only key information and by eliminating navigation between screens. The second set of materials also profited from increased content-related interactivity to simulate instructor-learner dialogue, thus elaborating declarative knowledge structures with procedural knowledge.