摘要：AbstractThe effects of an Animation-Narration (AN) and Animation-Narration-Text (ANT) visual presentation was examined on 250 Matriculation students’ achievement in the learning of Meiosis. This quasi-experimental study employed a 2 x 2 factorial design with the presentation mode as the independent variable, students’ achievement score as dependent variable, and students’ spatial intelligence level (high spatial intelligence, HSI or low spatial intelligence, LSI) as the moderator variable. The finding shows students in the AN group obtained a significantly higher achievement level compared to the ANT group. However, there was a significant difference between the achievement of students’ with HSI and LSI after following the two presentation modes. This study implies that the AN presentation enhance learning task that involves abstract concepts and complex processes. Therefore, AN visual can be used to help students’ learning, especially for those with LSI who have difficulties in constructing intrinsic visualization without the interference of text that will increase their cognitive load.
