This thesis summarizes a series of investigations into how multimedia can be designed to promote the learning of physics. The 'design experiment' methodology was adopted for the study, incorporating different methods of data collection and iterated cycles of design, evaluation, and redesign.

Recently much research has been conducted on learning with multimedia, usually from a cognitive science perspective. Principles of design developed in this way have not often been tested in naturalistic settings, however. Therefore in one preliminary investigation students' perceptions of a popular science video were investigated. Opinions aligned well with most principles though areas for further research were identified.