Abstract
This paper presents a set of theoretical hypotheses suggesting various relationships between didactical setting and learning effects with animations. Particularly, we investigated whether individual flow-control adequately provides didactical means to reduce the cognitive load imposed by animations. We did not find an effect of individual flow control, probably due to the fact that this learning condition was embedded in a setting where not enough verbal information was offered together with the graphical animation. Overall the multimedia effects found in this study are in line with known principles of didactical multimedia design. Further, this study sheds light on theoretical aspects involved in the complex interaction between learning content, presentation, learning and resulting knowledge.
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