Extending multimedia research: How do prerequisite knowledge and reading comprehension affect learning from text and pictures
Multimedia effects and modality effects were limited to immediate recall. A redundant presentation of text proved harmful for delayed performance. Reading comprehension did not moderate effects of multimedia design. High scientific-literacy learners showed a multimedia effect for delayed recall. Better cognitive prerequisites were associated with less forgetting over time.
prerequisite knowledge reading comprehension multimedia effect modality effect redundancy effect delayed testing scientific literacy