Multimedia translation, as an innovative approach to content delivery, creates a multisensory and interactive experience for the audience by integrating text, image, and sound. In teaching Arabic to Persian speakers, this method leads to a deeper understanding of concepts and more effective engagement with the cultural context of the target language. The present study aims to analyze the function of multimedia translation in teaching Arabic to Persian speakers, drawing on Mayer’s Cognitive Theory of Multimedia Learning. The main focus of the study is the examination of the “ArabiMedia” platform as an example of the application of translation in audiovisual and interactive environments. Using a descriptive–analytical method and based on Mayer’s multimedia learning principles, this research investigates the role of multimedia translation in the “ArabiMedia” platform. The statistical population consists of all multimedia educational content of this platform in the year 2025 (1404 AH/SH), from which six works were randomly selected as the sample and analyzed according to Mayer’s multimedia design principles. The findings indicate that the effectiveness of multimedia translation in teaching Arabic to Persian speakers is realized when it is systematically designed in accordance with Mayer’s Cognitive Theory of Multimedia Learning (such as the principles of contiguity, coherence, segmentation, and redundancy reduction) or similar frameworks, so as to optimize cognitive load and enhance language processing. The temporal and spatial alignment of Arabic–Persian subtitles with speech and visual elements facilitates rapid semantic linkage between the two languages and improves learners’ listening and reading comprehension. Furthermore, the integration of machine translation.