| Sumario: | In two experiments, the multimedia contradiction paradigm was used to investigate whether learners map information conveyed through the audio and the picture track of a video. In Experiment 1 (N = 85), the information conveyed through the audio track and the picture track was always consistent (control group) or was made inconsistent by changing the audio track at one point in time (text‐wrong group). Experiment 2 (N = 143) added a second inconsistent condition by changing the picture track at one point in time (picture‐wrong group). In both experiments, the learners' gaze behaviour differed from that of the control group when inconsistent information was presented in the experimental groups. This indicates that mapping processes—which are an indispensable part of integration—occur when learners process videos. Regarding learning outcomes, no differences between groups were observed. In addition, only a few learners remembered the conflict after learning. Further, recall shifted towards the pictorial information when learners encountered conflict. Lay description: What is already known about this topic: When learning with written text and static pictures (i.e., multimedia materials), learners map what they read in the text to what they see in the picture.Empirical evidence for the integration of written text and static pictures was generated in studies presenting contradictory text‐picture information.Contradictory text‐picture information changes learners gaze behavior, indicating that they try to map textual and pictorial information with each other. What this paper adds: We examined whether students would also map spoken verbal and dynamic pictorial information in a system‐paced video.Contradictory information between what students heard and what they saw was presented.Contradictory information changed learners' gaze behavior, indicating that they tried to connect what they heard to what they saw.Finally, after the learning phase, learners were not aware of the fact that conflicting information had been presented.Instead, learners seem to rely more on the pictures when they encountered conflicting spatial information during learning. Implications for practice and/or policy: Integration of verbal and pictorial information does also occur in system‐paced audiovisual representations.Similar processes seem to occur while learning with static materials and while learning with dynamic materials.
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