As Geoffrey Rockwell states in digital humanities “One of the features of multimedia is the interactivity or the programming that structures the viewer’s experience. Some level of interactivity is assumed in any computer-based work, but by this definition interactivity becomes a defining feature that helps weave the multiplicity into a whole. Interactivity is thus important to the artistic integrity of multimedia.” (Rockwell & MacTavish)
Clark and Lyons observe that “Learning takes place when the new content stored in the visual and phonetic components of working memory are integrated” (Clark, R.C & Lyons, C 2010) and Mayer compliments this by acknowledging “Integrating refers to building appropriate connections between the verbal and pictorial representations in working memory as well as relevant prior knowledge activated from long-term memory.”
To complement the integration, video, examples, questions and answers should be synchronized using the same format and colour scheme of text and imagery. Mixed modalities of presentation provide cognitive enhancement of like presentations to compliment the integration.
Richard E. Mayer. “Applying the Science of Learning: Evidence-Based Principles for the Design of Multimedia Instruction” American Psychologist, November 2008, pp. 760-769.
Clark, R.C & Lyons, C. (2010). Three views of instructional visuals, In Graphics for Learning: Proven Guidelines for Planning, Designing and Evaluating Visuals in Training Materials. San Francisco: Pfeiffer, 15-28.
Geoffrey Rockwell and Andrew Mactavish https://web.archive.org/web/20180817192144/http://www.digitalhumanities.org/companion/view?docId=blackwell/9781405103213/9781405103213.xml&doc.view=print&chunk.id=ss1-2-10&toc.depth=1&toc.id=0
Ohler, J. (2009). Orchestrating the media collage. Educational Leadership, 66(6), 8-13.