The effect of animation presentation strategies on the achievement of multimedia learning

Abstract

The aim of this study was to explore the effect of animation presentation strategies on the achievement of multimedia learning. 120 high school students were asked to complete the experiment. It was found that (1) learner-controlled pacing strategy and meta-cognitive monitoring guidance could improve the achievement of multimedia learning, and(2) adding meta-cognitive monitoring guidance to learner-controlled pacing was the best animation presentation strategy to multimedia learning effect.