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.

University of California, Berkeley

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Experiment 1

Mayer, R. E., &amp; Sims, V. K. (1994). For whom is a picture worth a thousand words? extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86(3), 389–401. https://doi.org/10.1037/0022-0663.86.3.389 retrieved from https://www.proquest.com/docview/614350734?parentSessionId=RcOYX1ec6RbRMBZ%2B5tlzRPszWTBzwNLUhcAQoAo4umM%3D&pq-origsite=primo&accountid=14496#s11

For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning

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).

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