Science Learning Object Design: an experimental comparison between instructional content formats

The Cognitive Theory of Multimedia Learning provides useful principles for Instructional Content Design. Meanwhile there is a lack of evidence about efficacy of these principles with children and adolescents in scholar context. In order to evaluate how the use of infographics, animations and interactivity could improve learning performance, we arranged an experimental study involving 360 children from 16 Uruguayan classrooms. The main purpose of this paper is to describe the authoring and design process that we followed in order to produce the 3 learning object formats which were used for the tests (Infographic Resume, Step by Step Multimedia,