Abstract: This study aimed to investigate the effects of leaner control and modality on instructional efficiency (a combined effect of transfer performance and perceived cognitive load) in multimedia learning using animated demonstration (AD). A total of 211 college students were randomly assigned to one of the eight conditions in a 4 x 2 factorial design with different levels of learner control (system-paced vs. segmented with a continue button vs. not-segmented with a pause/continue button + a slider bar vs. segmented with a navigational menu + a pause/continue button + a slider bar) and modality (narrated AD vs. captioned AD). The study is now under the data analysis. The results will offer suggestions as follows: (a) to determine the relative effectiveness of different levels of learner control to students of different knowledge levels; (b) to determine the role of the learner’s prior knowledge in the segmenting effect; and (c) to pinpoint the boundary conditions of the segmenting and modali