document: Presentation media , information complexity , and learning outcomes Multimedia computing provides a variety of information presentation modality combinations . Educators have observed that visuals enhance learning which suggests that multimedia presentations should be superior to text-only and text with static pictures in facilitating optimal human information processing and , therefore , comprehension . The article reports the findings from a 3 -LRB- text-only , overhead slides , and multimedia presentation -RRB- * 2 -LRB- high and low information complexity -RRB- factorial experiment . Subjects read a text script , viewed an acetate overhead slide presentation , or viewed a multimedia presentation depicting the greenhouse effect -LRB- low complexity -RRB- or photocopier operation -LRB- high complexity -RRB- . Multimedia was superior to text-only and overhead slides for comprehension . Information complexity diminished comprehension and perceived presentation quality . Multimedia was able to reduce the negative impact of information complexity on comprehension and increase the extent of sustained attention to the presentation . These findings suggest that multimedia presentations invoke the use of both the verbal and visual working memory channels resulting in a reduction of the cognitive load imposed by increased information complexity . Moreover , multimedia superiority in facilitating comprehension goes beyond its ability to increase sustained attention ; the quality and effectiveness of information processing attained -LRB- i.e. , use of verbal and visual working memory -RRB- is also significant
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