| There is urgent need to apply psychological theory to multimedia teaching in search for the best teaching effect. It is also one of the focuses of educational psychology, which demands the concern with the personal difference and various teaching methods, hi the present study, the combined effect of mode of presentation and cognitive style on the multimedia learning was investigated, which will provide the experimental base for multimedia teaching design, and set out some valuable advices for multimedia learners.The present study have two theory bases: the Theory of Multimedia Learning adopted by E. Mayer and the Theory of Cognitive Style adopted by Riding, Through the study, the topic of the Theory of Multimedia Learning is extended from how to design the information to how to satisfy the demands of learner with various learning styles. The discussion about the Theory of Cognitive Style is deeper from the interacted effect of visual-verbal style and presenting mode to the combined effect of much more cognitive styles and contiguity principle. At the same time , it is a try on multimedia learning in domestic research field.In the two experiments, low-experience college students with various cognitive styles viewed a computer animation depicting the process of lighting. There are two goals of experiment 1. The one is to find out with which learning style students achieved better in recall and problem solve test with the aid of animation? The other is which will be helped more by the spatial-contiguity effect? The goal of experiment 2 is which will be helped more by the temporal-contiguity effect? The design of experiment1 is 3 (conditions: text only, animation integrated text, animation separated text) X 2(styles: imaginary or verbal ) , 3(conditions :text only, animation integrated text, animation separated text) X 2(styles: wholist or analytic)., and 3(conditions :text only, animation integrated text, animation separated text) X 4 (styles: IW, LA, VW ,VA). The design of experiment 2 is same as 1 excepting the conditions including text integrated animation concurrently, text proceeding animation, animation proceeding text.The results are showed:1 .The main effect of mode of presentation is significant on the scientific learning in multimedia environment.2.The significant interacted effect of cognitive styles of verbal-visual and presenting mode was found. Under the good presenting conditions (i.e. with animation, animation integrated text concurrently ), the visual students' scores of recall and problem solve tests have improved much more than the imaginary students.3. There was the significant interacted effect of integrated learning styles and the presenting modes for the students' recall scores. Under the good presenting conditions (i.e. with animation , animation integrated text concurrently ), the IW students' recall scores have improved most, then were the LA students, VW students, VA students. Also there was the significant interacted effect of integrated learning styles and the presenting modes( if the text integrated animation concurrently ) for the students' problem solve scores. While the significant interacted effect of integrated styles and the mode( if with the animation ) for the students' problem scores, there was difference between the scores of students with different styles under various modes of presentation.4.The significant interacted effect of wholist-analytic style and presenting modes for the students' recall and problem solve scores. It may effect the students' learning level combined with the imaginary-verbal style.In conclusion, our study find out that in multimedia scientific learning the domain-knowledge compensates for uncoordinated instruction (i. e animation coordinated text). However, the cognitive styles improve the learning effect with coordinated instruction. All of a word, it seems that low-experienced learner with visual-whole cognitive style are the most likely to benefit from instruction that carefully synchronizes the presentation...
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