Cognitive load showed no significant mediation of the effects of navigation features or self-explanation prompts on video learning outcomes¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? In an exploratory path analysis, none of intrinsic, extraneous, or germane load significantly mediated the effects of the two design features on retention or comprehension. → Beege 2025
Evidence¶
Beege 2025¶
Beege, M., & Ploetzner, R. (2025). Learning from interactive video: the influence of self-explanations, navigation, and cognitive load. Instructional Science. https://doi.org/10.1007/s11251-024-09693-5
q3 · i? · causal · r2
Exploratory mediation path analysis with the two features as predictors and the three load facets as mediators found "no significant indirect effects"; e.g., intrinsic load coefficients ranged β = [-0.05 to −0.01], p = [0.277–0.646]. The authors call the null unsurprising given the absent direct effects.
"Overall, mediation analyses revealed no significant indirect effects of self-explanation prompts and navigation features on learning performance. Intrinsic load did not act as medi- ator (β = [-0.05 ˗ − 0.01], SE = [0.02 ˗ 0.05], z = [-1.09 ˗ -0.50], p = [0.277 ˗ 0.646])"
Discussion¶
Related Claims¶
- Self-explanation prompts increase intrinsic and extraneous cognitive load but not germane load in instructional video learning — related
- Germane cognitive load fully mediates the effect of information-search tool on justification quality (exploratory analysis) — related
- Providing navigation features in an instructional video does not improve retention or comprehension when learning time is controlled — related
- Navigation features and self-explanation prompts do not interact in their effect on video learning — related
- Self-explanation prompts in an instructional video do not improve retention or comprehension when learning time is controlled — related
- Exploratory tests found no significant interaction between receiving a rubric and learners' task performance on self-assessment accuracy or cognitive load — related
- The hypothesised mediation of prompt effects on self-efficacy via strategy use was not confirmed because prompts did not affect strategy use — related
- Higher germane load and lower extraneous load mediate the effect of instructional guidance on conceptual knowledge — related
- Increasing germane cognitive load is not a significant moderator of drawing support effects on comprehension — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
cognitive-load-no-mediation-video-learning |
title |
Cognitive load showed no significant mediation of the effects of navigation features or self-explanation prompts on video learning outcomes |
description |
Cognitive load showed no significant mediation of the effects of navigation features or self-explanation prompts on video learning outcomes |
status |
review |
evidence_strength |
weak |
newest_evidence |
2025 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — beege-2025 |
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