The aim of this study was to evaluate the effect of coherent principlin  multimedia learning environment. In doing so, the issue of the creation of lightening concept was represented via 4 different animation to junior students of secondary school (N=112). The first group observed the animation with the coherent concept, the second group watched the animation with seductive details with less interest (irrelevant details), the third group watched it with seductive details with more interest that led to emotional interest and the forth group watched the animation with seductive details with more interest that led to cognitive interest. Learning the process of lightening formation was evaluated via maintenance and transmission, the test of cognitive load was used for investigation of the amount of cognitive load of experience during training and response to question. For investigating the research hypotheses the one way ANOVA, contrast coefficient and follow test were used. Better performance of the fourth group in maintenance and transmission information compared with the third group indicates that the seductive details are not seductive always. On the other hand the better performance of the first group in one test of the information maintenance compared with the second and third group indicates the impact of coherent principle.