You are here:

The effect of audio and animation in multimedia instruction

, Arizona State University, United States ; , University of Wisconsin—Eau Claire, United States

Journal of Educational Multimedia and Hypermedia Volume 13, Number 1, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA


This study investigated the effects of audio, animation, and spatial ability in a multimedia computer program for high school biology. Participants completed a multimedia program that presented content via text or audio with lean text. In addition, several instructional sequences were presented either with static animationss or animations. The study examined the effects of instructional mode (text vs. audio), illustration mode (static illustration vs. animation) and spatial ability (low vs. high) on practice and posttest achievement, attitude and time. Results indicated that spatial ability was significantly related to practice achievement and attitude. Participants with high spatial ability performed better on the practice items than those with low spatial ability. Participants with low spatial ability responded more positively than those with high spatial ability to attitude items concerning concentration, interest and amount of invested mental effort. Findings also revealed that participants who received animation spent significantly more time on the program than those who received static illustrations. Implications for the design of multimedia are discussed.


Klein, J. & Koroghlanian, C. (2004). The effect of audio and animation in multimedia instruction. Journal of Educational Multimedia and Hypermedia, 13(1), 23-46. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved February 19, 2019 from .


View References & Citations Map


  1. Baddeley , A . (1992) . Working memory . Sc ience , 255, 556-559 .
  2. Barron, A. (1995). Digital audio in multimedia. Educational Media In ter
  3. Blake, T. (1977). Motion in instructional media: Some subject-display mode interactions. Perceptual and Motor Skills, 44 , 975-985.
  4. Lee, S. (1996). The effects of computer animation and cognitive style on
  5. Paivio , A. (1986). Mental representations: A dual coding approach. Oxford, England: Oxford University Press.
  6. Park, O. (1998). Visual displays and contextual presentations in computerbased instruction. Educational Technology, Research and Development, 46(3) , 37-50.
  7. Salomon , G . (1984) . Television is “easy” and print is “tough”: The differential investment of mental effort in learning as a function of percep-
  8. Stevens, J. (1996). Applied Multivariate Statistics for the Social Sciences. Mahwah , NJ: Lawrence Erlbaum.
  9. The University of Arizona (1999). The biology projecT. [Online]. Available:
  10. Winn, W. (1982). The role of diagrammatic representation in learning sequences, identification and classification as a function of verbal and spatial ability. Journal of Research in Science Teaching, 19 (1) , 79-89.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact

View References & Citations Map

Cited By

  1. MyLexic : An Assistive Multimedia Courseware for Teaching and Reinforcing Basic Reading Skills among Dyslexics

    Anusuriya Devaraju, Zeratul Izzah Mohd Yusoh, Mohd Hafiz Zakaria & Umawathy Techanamurthy, University Technical Malaysia Melaka, Malaysia

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 7058–7063

  2. Using a Concept Map as a Tool in Web-based Grammar Learning

    Daesang Kim, Yei seon Hwang & Mihwa Yang, Indiana State University, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 3212–3220

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact