Most mobile devices can only present limited amount of information owing to their small screen size, which can result in impact and constraint eventually hinders learners from knowledge acquisition. However, with the aid of auxiliary information, learning can be achieved through the provision of picture and expository text, which makes systematic knowledge building tangible for learners. Thus, the support which auxiliary information provides for small screen mobile devices is vital both for its existence and its presentation layout and sequence. This study aims to investigate how auxiliary information presentation sequence affects learner's learning achievement and cognitive load when used on mobile digital courseware. The quasi-experimental method was adopted in the research. Teaching material is adapted from the unit of 8th Grade's "Oxidation-Reduction". The experiment is implemented under the multimedia courseware design using different presenting sequence with picture and text combinations. Subjects of each group received different types of courseware instruction and were assessed on their learning achievement and cognitive load. Analysis gathered from experiment data reveals that different presentation of picture and text on mobile devices has significant difference on students' learning achievement. Meanwhile, media presenting sequence of picture-text-text is more preferable for learning achievement and generates less cognitive load. Research result can provide reference for picture and text presenting sequence when using auxiliary information on small screen mobile devices to author digital mobile courseware.
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