How the Multimedia Communication of Strategy Can Enable More Effective Recall and Learning

Many claims have been made about the learning benefits of communicating strategies in multimedia picture-plus-text formats, rather than monomedia text-only formats. However, there is little theorization and empirical evidence to support these claims. Drawing upon cognitive load theory to develop learning-related hypotheses, this manuscript reports on a multicountry experiment that tests the effects of different modes of strategy communication on student learning. The results show the learning benefits to students of multimedia presentations of strategy and suggests how strategy professors should further encourage students to draw strategies in class.