Despite support for active learning, little research has directly compared active techniques to determine which are most beneficial for student learning and motivation. The current study compared the active-learning techniques of cooperative learning (CL) and writing-to-learn (WTL) while also varying the modality of presentation (textual or multimedia) of lessons on key concepts and classic experiments in child development. Undergraduates (N = 165) in 4 sections of a developmental psychology course completed lesson modules, quizzes, and the Intrinsic Motivation Inventory (IMI) in each of 4 active-learning conditions: text-based WTL (definitional writing), text-based CL, multimedia CL, and multimedia WTL (evaluative writing). Multimedia WTL (evaluative writing) was found to be most effective for overall learning. Multimedia CL was most effective for lower-level factual learning, and showed a trend toward enhancing student motivation. In sum, integrating multimedia presentation of lesson material with active-learning techniques enhanced educational benefits. Implications for pedagogical practice are considered. (PsycINFO Database Record (c) 2017 APA, all rights reserved)