The present study manipulated both the technology (Microsoft PowerPoint? versus Macromedia Director?) and the design (Text Priming versus No Text Priming) in a computed-based training multimedia environment. The study investigated trainees’ spatial aptitude and how it interacted with computer-based training design. The specific computer-based training environment employed in this experiment was based on presenting the principles of flight to na?ve participants. A multifaceted knowledge test was developed to assess different levels of knowledge integration. Overall, results suggest that technology type did not play an important role in knowledge acquisition. Priming type also did not show significant effects; however, when factoring trainees’ spatial ability, significant aptitude-treatment interactions emerged. We discuss these findings as they relate to computer-based training multimedia paradigms.
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