Interactive multimedia for instruction: A cognitive analysis of the role of audition and vision

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Abstract
Interactive multimedia provide a platform for delivering instructional material in different modalities and styles. Experimental work on learning and memory is extensive, particularly for verbal learning. However, little attention has been paid to the relative effectiveness of auditory and visual presentation. We warn against simply transferring techniques developed in more traditional audiovisual systems, arguing instead for an approach based on experimental analysis. In this article we review studies that suggest a series of tentative guidelines on the use of auditory and visual presentation in multimedia learning systems. These guidelines are intended as an aid to both programme developers and users, but they also serve to highlight areas requiring further research.