The impact interactive presented educational content on learning in a multimedia learning environment

Aim: The aim of this study was to determine the effect of present educational materials in two modality narration text and on screen text and controlling the pace of presenting content through learner– pace VS. system– pace on studentlearning and performance in a computer-based multimedia learning environment.
experimental research method was 2×2 factorial design and the population of all tow grade girl students in Tehran in 1389- 1390 school year that 100 students were selected by random sampling. The research instrument was the test previous knowledge, retention and transfer of significant segments of lightning formation were presented Over 16 pieces in the form of animation training to participants in 4 experimental groups.
The results showed that in learner–paced text group havesignificantly more time to study images compared to the verbal group.
In the design of multimedia learning environments should be consider according to the principles of learning and cognitive and metacognitive abilities of learners. Because speed control of presentation by learner if the content is appropriate to the learner's level of prior knowledge, with reducing the amount of information in working memory processing reduces cognitive load and improve the organization and integration of information provided.