Moreno, R., & Valdez, F. (2005). Cognitive load and learning effects of having students organize pictures and words in multimedia environments: The role of student interactivity and feedback. Educational Technology Research and Development, 53 (3), 35-45.
This study examined the effects of dual coding and learner interactivity in an instructional multimedia program on learning efficiency. Learning efficiency was defined by a measured relationship between performance (retention and transfer) and cognitive load. The study found that dual coding did increase learning efficiency, i.e. presenting words and pictures, instead of only words or pictures. It was found that the interactive version of the program had a lowering effect on learning efficiency as compared to the non-interactive version. Further testing revealed that requiring learners to self-assess their responses before receiving system feedback increased learning efficiency in the interactive version.
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