AIMS

The past few decades have seen an increase in the use of multimedia learning in the teaching of medical and biomedical sciences, where interactive instructions provide an invaluable mean to demonstrate complex physiological processes and simulate clinical environments. In order to develop educationally effective multimedia learning, it is important to design these resources with reference to the human cognitive abilities. Among the proposed human cognitive theories, the Cognitive Theory of Multimedia Learning (CTML) is one of the most effective frameworks in guiding the design of e-learning instructions