CHAPTER 1

INTRODUCTION

1.1 Background

The cognitive theory of multimedia learning presents the idea that the brain does
not interpret a multimedia presentation of progressive animation in a mutually
fashion. Furthermore, cognitive theory of multimedia learning underscores the
importance of learning when progressive animation is integrated with multimedia
presentation.
The cognitive theory of multimedia learning presents the idea that the brain does
not interpret a multimedia presentation of progressive animation in a mutually
fashion. Furthermore, cognitive theory of multimedia learning underscores the
importance of learning when progressive animation is integrated with multimedia
presentation.
The cognitive theory of multimedia learning presents the idea that the brain does
not interpret a multimedia presentation of progressive animation in a mutually
fashion. Furthermore, cognitive theory of multimedia learning underscores the
importance of learning when progressive animation is integrated with multimedia
presentation.

1.1.1 Objectives

1.2 Hypothesis

1.3 Significance of study

CHAPTER 2

LITERATURE REVIEW

2.1 Theory A

2.2 Theory B

2.2.1 Previous Studies

2.3 Conclusion

CHAPTER 3

METHODOLOGY

3.1 Research Design

The cognitive theory of multimedia learning presents the idea that the brain does
not interpret a multimedia presentation of progressive animation in a mutually
fashion. Furthermore, cognitive theory of multimedia learning underscores the
importance of learning when progressive animation is integrated with multimedia
presentation.

3.2 Sampling

The cognitive theory of multimedia learning presents the idea that the brain does
not interpret a multimedia presentation of progressive animation in a mutually
fashion. Furthermore, cognitive theory of multimedia learning underscores the
importance of learning when progressive animation is integrated with multimedia
presentation.

3.3 Data Analysis

The cognitive theory of multimedia learning presents the idea that the brain does
not interpret a multimedia presentation of progressive animation in a mutually
fashion. Furthermore, cognitive theory of multimedia learning underscores the
importance of learning when progressive animation is integrated with multimedia
presentation.

REFERENCES