e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning

4.4. Evidence for Presenting Printed Words Near Corresponding Graphics

Our first recommendation—presenting corresponding printed text and graphics near each other on the screen—is not only based on cognitive theory, but it is also based on several relevant research studies (Mayer, 1989b; Mayer, Steinhoff, Bower, & Mars, 1995; Moreno & Mayer, 1999a). In five different tests involving lessons on lightning formation and how cars' braking systems work, learners received printed text and illustrations containing several frames (or on-screen text with animation). For one group of learners (integrated group), text was placed near the part of the illustration that it described, as you can see in Figure 4.9A. For another group (separated group), the ...