Abstract
In the reported experiment we investigated how spatial information conveyed in an expository text influenced multimedia learning. It was based on a 2 × 2-design with the degree of spatial information given in the text (high vs. low spatial text) and the presentation format (written text-only vs. written text + animation) as between-subjects factors. As dependent variables learning outcomes as well as self-reported cognitive load were assessed. The results revealed that there was a multimedia effect with regard to learning outcomes only for low spatial text, but not for high spatial text. Moreover, the cognitive load measures showed an overall multimedia effect irrespective of the degree of spatial information conveyed by the text (i.e., higher cognitive load ratings in the text-only conditions). These results can be explained as a special instance of the redundancy effect as well as a consequence of processing interference within visuo-spatial working memory.
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