In a multimethod laboratory study Alessia Ruf compared multimodal learning in system-paced and self-paced environments over time. The results show that overall participants achieved the highest learning success in short- and long-term when they learned with visual texts and controlled the learning time by themselves. These results reveal a general impression of the modality effect, show possibilities to improve e-learning systems and give recommendations for further research. Contents Theories of multimedia learning Application of different multimedia environments to investigate the influence of the modality effect on memory Eye-Tracking data analysis of the modality effect Target Groups Teachers and students in psychology and educational studies Professionals in the field of multimedia learning About the Author Alessia Ruf is currently studying Psychology at the University of Basel with specialization in Human-Computer Interaction.