Empirical results regarding the effectiveness of multimedia-based learning are somewhat conflicting. When multimedia-based learning is compared with some form of traditional instruction or use of typical learning materials, for effects on students’ achievement, some studies have found significant gains for multimedia over traditional instruction (even in 30 percent reduced time), and some have found very little or no differences at all. Although some studies suggest that the effects of using multimedia in instruction are positive (or at least equal) when compared to the effects of traditional instruction there are other claims that its benefits are limited to only some conditions, and its promises are more mythical than real. Therefore, it is unlikely that the use of multimedia itself leads to any major gains in comprehension and learning.

Perhaps the most important factors explaining the varying findings on the effectiveness of multimedia are learners’ abilities or styles affecting the way learners are taking advantage of multimedia. The common fact that high-ability, “strong” learners will perform better than low-ability, “weaker” learners regardless of type of instruction or used medium, holds also true in multimedia. The learner’s possibility to control pace and delivery of information, which are general features of multimedia, seems to be beneficial only to high-ability students. Lower-ability learners are reported to have difficulties coping with the growing demand for learner control; they are overwhelmed by the amount provided.

Effects of different types of representations on students’ comprehension have been studied extensively, but mainly these studies have been focused on delivery of multimedia message, measuring it with quite simple tasks like information retention and recall and recognizing tests. Information is delivered effectively a) if words and corresponding pictures are presented rather than words alone, b) if words and corresponding pictures are presented simultaneously rather than successively, c) if pictures are accompanied with narration rather than on-screen texts, and d) if extraneous information is eliminated rather than included. Learners’ abilities also affect this level of information receiving, e.g. ability to hold visual images in working memory is important. Except for some recent cases, regarding multimedia and more complex issues and higher order learning (conceptual change, problem solving, knowledge applying), the claims about the multimedia advantages seem too enthusiastic. There is only very little or no empirical evidence that conceptual understanding or deeper level learning would be enhanced by the use of multiple representations.

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