摘要：Abstract This study was to investigate whether a chunking of animations about the lightning system can increase learning by designing it with sensitivity to the capacity limitations of working memory. A total of 96 girl students of junior high schools, divided into four groups, participated in the study. These groups learned from texts and animations in a 2 × 2 design with the factors modality (narration vs. on- screen text) and segmentation type (system-control vs. learner-control) and saw the process of lightening formation through 16 slides. The system-controlled segments group had 3 second pause between each slide and slides showed automatically, but learner-controlled segments group had chose to see the next slide by press play button. Retention and transfer of the learning material and cognitive load were assessed. The results showed that narration group outperformed on- screen text group in retention. The learner- controlled group outperformed system- controlled group in retention and reported less cognitive load. There was no interaction between modality and segmentation type. The chunking effect in multimedia learning is higher when the learner can control the pace of presentation.
