Digital media have great potential for learning support, which has not been fully exploited yet. This article gives an insight into the current state of research: Based on the Substitution Augmentation Modification Redefinition Model, we describe concrete functions and design features such as image-text combinations, hypermedia and gamification and report possible effects on the cognitive processes and learning outcome. For this purpose, according to the Cognitive Theory of Multimedia Learning, a distinction is made between (1) essential, (2) extraneous and (3) generative cognitive processes. With regard to the prerequisites for learning, the learning content and the learning objective, a complex set of conditions should be taken into account in the use, development and research on learning-promoting digital media.