With the current COVID-19 pandemic, the research field of e-learning is experiencing rapid developments on the best application of e-learning in the education sector (Mastan et al., 2022). According to Mayer (2003a), there are three elements of science for e-learning; evidence, theory, and applications. This study was based on the applications of evidence which is theory-based principles that guide the best way to design electronic learning, connected with a theory of how people effectively learn in an electronic environment - Cognitive load Theory. To successfully deliver the instructional materials based on the theory principles, one has to design, develop and implement high-quality multimedia instructions (Alsadhan et al., 2014). Multimedia is a combination of various media content forms as such; video, interactivity content forms, animations, still images, and text. Mayer (2005) formulated several evidenced-based instructional principles in multimedia on how to enhance the learning outcomes of learners, and these principles take into account the effect of cognitive load and how it affects the learning process. One popular multimedia principle approach is called the modality principle. According to the principle, when explaining the instructional material presented to learners, it is best when words are in an auditory form as opposed to a visual form (Liu et al., 2021). Studies that have investigated the impact of the modality principle on the learning outcomes of learners have yielded mixed results. Early studies have found the principles material to hold truth while recent studies are obtaining a reverse modality. Researchers have identified conditions including; visualization format (Schueler et al., 2011a), system pace versus learner pace (Leahy and Sweller, 2011, Reinwein, 2012), high elementary (Mayrath et al., 2011a), text length (Lindow et al., 2011), and matter of animation (Schmidt-Weigand, 2011, Liu et al., 2021), as some of the influences of recent yielded results that, on-screen text and images are better than narration and images.This study was conducted to identify the conditions of narration for the modality principle that affect students’ learning outcomes. The study aims to quantitatively assess the learning outcomes of learners exposed to images and narration with conditions versus on-screen text and images. These conditions of narration include; presentation mode and narration style. The quantitative research’s goal is to collect a dimension of numeric data that allows researchers to conduct exceptionally sophisticated statistical analyses that cumulative the data (Ahmad et al., 2019). The study included one pilot study and one main experiment. The vii experimental design provides a powerful suite of statistical methodology as it involves controlling and managing variables and relies on the use of randomization (Majid, 2018). The experiment consisted of two main groups; the VN group, the group with video and considered narration, and the VT group, the group with video and on-screen text. There was a significant difference between the different groups in the learning outcomes.hq The conditions of narration for the modality principle were perceived as being helpful and proved once again that narrationwith images is better than on-screen text with images as initially defined by the principle.The modality principle’s ability to reduce extraneous cognitive load during learning was slightly found in this study. The reported average cognitive load from the two different groups had a slight difference. Although the two groups reported a statistically significant difference in the cognitive load and the learning outcomes, a correlation was not established between the overall performance and the reported cognitive load in both groups. This study shows that paying attention to the narration presented to learners for modality instructional materials is crucial for producing significant results in the learning outcomes of learners during e-learning. For future studies on the modality principle, researchers may focus more on identifying conditions of narration that would present a correlation between the performance of each test assesement and the measured cognitive load. The study has contributed to the field of e-learning with multimedia by identifying and analysing different conditions of narration for the modality principle. The results of this study can assist designers, developers, and e-learning management coordinators in successfully delivering high-quality instructional material that can effectively improve the learning outcomes of learners.

Thesis (MSc Information Systems)--Botswana International University of Science and Technology, 2022