In Experiment 1 investigating the dual-coding theory of multimedia learning, 86 college students with limited prior knowledge of mechanical devices were categorized by low and high spatial ability. The students learned how a bicycle tire pump works via a computer. They received either concurrent instruction (three presentations of a 30-second animation with simultaneous narration) or successive instruction (three presentations of the animation followed by narration).

Methods: Dual-Coding Theory of Multimedia Learning Experiment 1

In Experiment 1 investigating the dual-coding theory of multimedia learning, high-spatial ability students who received concurrent presentation of animation and narration generated approximately 50% more creative solutions on transfer problems than did high-spatial ability students who received successive presentation or no instruction. Low-spatial ability students did not generate more solutions when receiving concurrent presentation.

Results: Dual-Coding Theory of Multimedia Learning Experiment 1

University of California, Berkeley

Concurrent presentation of verbal and visual descriptions of a system increases the likelihood that students will be able to build connections between their mental representations of visually and verbally presented explanations

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