This research investigated relationships between the information presentation modality of a digital learning object (DLO) and learning. It also investigated relationships between DLO design features and participants perceptions of learning. DLOs are a type of learning material defined for the purposes of this research as ‘digital, multimedia learning materials that support the learning of specific concepts by enhancing, amplifying, and guiding the cognitive processes of learners’. In this research participants used one of three DLO variants that presented information about the forces affecting an airplane in flight. Each variant presented identical information but used a different modality. The information presentation modalities were, on screen text and an illustration, narrated text and an illustration, and on screen text and narrated text and an illustration. Using a mixed method case study methodology, data was gathered using pre and post assessments, an online user perception survey (UPS), and one to one interviews. Within the limitations of this research, the results suggest that use of any variant of the forces of flight DLO influenced participants learning. The modality and other DLO design features, such as interactivity, also influenced learning and participants’ perceptions of learning. The researcher argues for the need to consider the cognitive and affective processes of learners when creating DLOs. A need for further research that explores the effects of different DLO designs upon learning is identified