Richard E. Mayer, from the University of California, Santa Barbara, explores the effectiveness of multimedia learning in helping students understand scientific explanations of cause-and-effect systems. His research, based on a generative theory of multimedia learning, suggests that students who receive coordinated presentations of verbal and visual explanations (multiple representation group) generate significantly more creative solutions on problem-solving transfer tests compared to those who receive only verbal explanations (single representation group). Additionally, the contiguity effect is evident, where students perform better when verbal and visual explanations are presented together (integrated group) compared to when they are separated (separated group). The strongest effects are observed for students with low prior knowledge and high spatial ability. The study also highlights the importance of integrating visual and verbal information to enhance learning, rather than focusing on the medium of delivery.Richard E. Mayer, from the University of California, Santa Barbara, explores the effectiveness of multimedia learning in helping students understand scientific explanations of cause-and-effect systems. His research, based on a generative theory of multimedia learning, suggests that students who receive coordinated presentations of verbal and visual explanations (multiple representation group) generate significantly more creative solutions on problem-solving transfer tests compared to those who receive only verbal explanations (single representation group). Additionally, the contiguity effect is evident, where students perform better when verbal and visual explanations are presented together (integrated group) compared to when they are separated (separated group). The strongest effects are observed for students with low prior knowledge and high spatial ability. The study also highlights the importance of integrating visual and verbal information to enhance learning, rather than focusing on the medium of delivery.