Various media (text, audio, graphics, and animation) were examined in the context of a multimedia environment. These media were used to test predictions based on a model of dual-coding theory (DCT) and on an engineering design principle named visual momentum. DCT is a general cognitive information processing theory. Under DCT, external stimuli are represented in either the verbal or nonverbal symbolic systems. The verbal system is specialized to handle language or abstract information. The nonverbal system is specialized to handle more concrete information such as images, environmental sounds, and writing patterns. Visual momentum is a general design principle used to demonstrate relationships between successively viewed computer screens. This study applied visual momentum through the use of animation to explicitly demonstrate the relationships between information represented in one format to that represented in another format both within and between computer screens. Subjects were required to complete a multimedia program explaining material about total quality management. A 3 x 3 between subjects design was modeled after DCT and visual momentum. Ninety subjects were exposed to various media conditions and were subsequently tested for retention and problem solving as well as several other measures. Generally, the results do not support DCT. However, some findings do support DCT. Dual—coded groups spent less time answering retention questions while performing better than single—coded groups. However, subjects spent more time on the material in these conditions. Subjects only receiving a single medium reviewed the material more often than those subjects receiving dual media except when presented with audio. This difference between text and audio does not support DCT. Those subjects in dual-coded graphic conditions reported more referential and associative processing than those subjects receiving dual-coded animation conditions. Generally, the results support visual momentum. Visual momentum reduce the time needed to answer retention questions as will as improved test performance beyond results predicted by DCT. Visual momentum also reduce the amount of cognitive processing needed to correctly answer the retention and problem solving questions. / Ph. D.