摘要：Abstract Multimedia presentations often transform permanent information into a transient format. For example, written text is often transformed into spoken (narrated) text and static graphics is transformed into dynamic forms such as animations or simulations. Transient information may overwhelm limited processing capacity of working memory and inhibit learning. The paper reviews recent empirical studies in modality and verbal redundancy effects within a cognitive load framework and outlines conditions under which negative effects of transiency may occur. Transiency of presented information may also explain failures to consistently demonstrate benefits of animations over static graphics. The paper concludes with instructional implications of these findings.
