The modality principle states that low‐experience learners more successfully understand information that uses narration rather than on‐screen text. This is due to the idea that on‐screen text may produce a cognitive overload if it is accompanied by other visual elements. Other studies provided additional data and support for the modality principle in multimedia learning environments. However, some recent studies began to show the modality principle's impact had certain parameters, and it was impacting various groups, conditions and environments differently. This study replicated Mayer and Moreno's studies on the modality principle (1998; 2006). Seventy‐nine college students attending a Midwestern University in the USA participated in this study in 2015.

The results of the study showed that the modality principle was not an effective strategy for the group of low‐experience content users. The results showed the retention and transfer of knowledge was not as effective for students who viewed the narrated PowerPoint presentation. In fact, students who viewed the PowerPoint presentation that only included the on‐screen text, had more effective retention and transfer of knowledge.

• Learners are more successful with understanding information that uses narration than on‐screen text specifically low‐experience learners.
• This is due to the idea that on‐screen text may produce a cognitive overload if it is accompanied by other visual elements.

• Carefully replicated Mayer and Moreno's studies on the modality principle with the intent to verify if the modality principle held with digital‐aged students.
• Data collection took place in the participants' actual classroom (natural setting) in opposition to a lab‐like setting.

• Results counter the original study's findings specifically for low‐experience learners, meaning on‐screen text was more effective for transfer and retention of knowledge when compared with printed text and narration.
• When designing multimedia learning, instructional designers need to consider other elements (e.?g., presentation speed and learning times) that may be causing a change in the modality effect.