In today’s Internet driven world, multimedia communication involves standard text and hypertext, picture, narration, videos, complex animations, and a host of other sophisticated channels of communication coming at the learner simultaneously through two distinct information processing systems: a visual system and verbal system (Paivio, 1986; Sweller, van Merrienboer, & Paas, 1997). Since processing multiple media sources involves so many senses, a difficulty for designers involves what types of simultaneous stimuli learners can process, how much can be processed at once, and what kind of information can be processed (Moore, Burton, & Myers, 2004). An understanding of communication channel theory helps us understand these issues more thoroughly. The communication channel is essential to the theory and application of multimedia instruction. A grounded understanding of Paivio’s (1986) dual-coding theory and how the learner integrates both verbal and visual cues when cognitively processing visual knowledge and verbal knowledge they are presented in a multimedia learning (Mayer, 1997).