中文摘要：

伴随着先进计算机技术的使用和互联网的普及,计算机辅助教学的传统模式正在改变。在此情况下,对于多媒体学习的研究越来越深入。然而,对于多媒体学习效果的研究出现了矛盾的结果：有效和无效。很多研究者采用多媒体学习认知理论、认知负荷理论、建构主义学习理论和个体的学习风格理论来解释出现的矛盾结果。另外,学习者的特征,如原有知识、情感、元认知和认知协同,也会影响学生在多媒体学习中的认知加工。多媒体学习的研究表明,技术的使用必须是在教学的推动之下,而不是相反。

英文摘要：

With the application of advanced computer technology and the popularization of Internet, tradition model of computer-assisted instruction is c deeper. However, results of research on the effects hanging. Research on multimedia learning has become of multimedia learning are contradictory： some results showed effects, some others showed no effects. Many researchers tried to explain the contradiction from the perspectives of cognitive theory of multimedia learning, cognitive load theory, constructivist learning theory, and individual learning styles theory. In addition, learners＂ characteristics, such as their prior knowledge, emotion, metacognition, and cognitive synergy, may impact their cognitive process in multimedia learning. Multimedia learning research indicates that the use of technology should be driven by pedagogy, instead of the reversed way.