A forward linear review strategy predicted lower cognitive load regardless of modality, while scanning and slowing predicted higher cognitive load¶

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

Subclaims¶

q3 i? With modality controlled, progressing linearly forward was associated with lower cognitive load with a medium effect; scanning and slowing predicted higher cognitive load with medium effects. → Mikko Haavisto 2026

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 outcomes from review strategy proportions in the screen-recording study. The article also reports scanning and slowing strategies predicted higher cognitive load with medium effect sizes (p-values < 0.01, increase in R2mar = 0.062–0.072), and the modality × forward linear interaction was not significant (p = 0.41).

"progressing through the material in a linear way forward was associated with lower cognitive load with a medium effect size ( p < 0.001, increase in R2mar = 0.095)."

Discussion¶

Related Claims¶

• Fifth graders review videos mostly linearly forward, whereas review of illustrated texts combines varied strategies — related
• Faster initial-pass studying rate predicted better retention, delayed retention, and transfer and lower cognitive load, but the effect was mostly due to modality — related
• Fifth and sixth graders showed higher delayed retention and lower cognitive load when learning science from videos than from illustrated texts — related