Computers and multimedia presentations have found their way into classrooms and conference rooms. Research in multimedia learning offers models and guidelines on the effectiveness of the different presentation forms. We aim to provide some empirical evidence of how the sequential display of a material can be beneficial in multimedia presentations, as they offer a means to convey complex graphics by reducing their complexity and by offering a coherent order of the learning material. Thirty-two participants have learned either a static presentation or a sequential presentation on how a e-voting system works. The participants were tested before and after they learned the material in an immediate test and they were tested again one week later to evaluate the persistence of the learned information over time. The results of this experiment provide evidence that a sequential display of information fosters the retention of information measured in a questionnaire, as well as the coreferenciation of pictorial and textual information in a recognition task. The sequential presentation had also a significant effect on the performance and the order of recall. Additionally, eye tracking measures was conducted to study the inspection order of the participants. It was found that participants make more referential connections between the corresponding textual and pictorial elements in the sequential display.