View article

Since it is hypothesized that multimedia learning material has the potential to by-pass particular students’ learning difficulties, the study investigated how multimedia messages, ie, dynamic visualizations accompanied by written and/or spoken verbal explanations, can be used to support children with reading difficulties in knowledge acquisition.

The Cognitive Theory of Multimedia Learning (CTML) suggests several design principles for multimedia instruction, which have been empirically validated. One of these principles seems to be of utmost importance in the current context: the modality principle. This principle claims that students learn better from animation and auditory narration than from animation and on-screen text.