Faster initial-pass studying rate predicted better retention, delayed retention, and transfer and lower cognitive load, but the effect was mostly due to modality¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Without controlling modality, a shorter initial pass duration predicted better retention, delayed retention, and transfer and lower cognitive load with a small to medium effect. → Mikko Haavisto 2026 q3 i? When modality was controlled, faster studying rate still predicted better transfer, but its effect on retention, delayed retention, and cognitive load was reduced or masked. → Mikko Haavisto 2026 (2)

Evidence¶

Mikko Haavisto 2026¶

Mikko Haavisto, Tomi Jaakkola. (2026). Fifth graders study videos faster than illustrated texts: Studying rate, review strategies, and learning implications. Instructional Science. https://doi.org/10.1007/s11251-026-09817-z

q3 · i? · causal · r2

Mixed-effects models predicting standardized outcome measures from initial pass duration in the screen-recording study. The article reports the small to medium effect as "R2mar = 0.032–0.081"; R2 values are variance explained, not standardized effect sizes.

"Using a shorter time for the initial pass (i.e., faster studying rate) predicted better retention, delayed retention, and transfer as well as lower cognitive load with a small to medium effect (R2mar = 0.032–0.081)."

Mikko Haavisto 2026 (2)¶

Mikko Haavisto, Tomi Jaakkola. (2026). Fifth graders study videos faster than illustrated texts: Studying rate, review strategies, and learning implications. Instructional Science. https://doi.org/10.1007/s11251-026-09817-z

q3 · i? · causal · r2

In the same mixed-effects models with modality as a fixed effect, the studying-rate effect remained significant only for transfer. The article states the effect on retention, delayed retention, and cognitive load was reduced or masked, and the modality × initial pass duration interaction was not significant for any outcome (p-values > 0.16).

"When modality was controlled as a fixed effect, faster studying rate still predicted better transfer, independent of the modality, increasing it with a small effect (increase in R2mar = 0.054)."

Discussion¶

Related Claims¶

• Text amount and slide position strongly influenced studying durations, but picture type did not affect studying rate in either modality
• A forward linear review strategy predicted lower cognitive load regardless of modality, while scanning and slowing predicted higher cognitive load — related
• Fifth graders study videos significantly faster than content-equivalent illustrated texts during the initial pass — related
• Fifth graders review videos mostly linearly forward, whereas review of illustrated texts combines varied strategies — related
• Decoding ability did not predict cognitive load directly or through interaction with modality, contradicting the hypothesis that weak decoding raises reading effort — related
• Fifth and sixth graders showed higher delayed retention and lower cognitive load when learning science from videos than from illustrated texts — related