Applying multimedia learning theory to map learning and driving navigation

The effects of multimedia instructional materials on map learning and subsequent navigation were examined. Participants studied visual and/or verbal driving directions presented simultaneously, sequentially, or exclusively. Memory recall for the studied information was tested, and participants then attempted to navigate the studied routes as well as a novel route in a driving simulator. Dual modality materials with oral narrative directions and a visual map produced significantly superior performance for recall, navigational accuracy, and number of destinations reached than presentation in either modality alone. The presence of a map facilitated route recall but not subsequent ability to navigate routes in the simulator. Map-first dual modality sequential presentation enhanced wayfinding efficiency on the novel route compared to narration-first sequential presentation. Simultaneous presentation of dual modality materials allowed more destinations to be reached compared with sequential presentation. The results demonstrate that multimedia instructional materials can facilitate map learning and driving navigation, extending the applications of multimedia learning theory to this novel domain.