As student audiences become ever more sophisticated, they yearn for increasing amounts of visual stimulation alongside the traditional text-based approach of content delivery. The first step in a sequence of learning and memory events is for the learner to attend to a viable stimulus (Gagne, 1973; Keele, 1973; & Bransford, 1979). Following successful attention to viable stimuli, the Information Processing Theory (Atkinson & Shiffrin, 1971) holds that the learner relates new knowledge to existing information in the short term memory.