Exploratory analyses found videos more beneficial for retention among boys than girls and among fifth graders more than sixth graders¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The modality-by-gender interaction showed videos were more effective for boys in retention (ΔR2mar = .014, p = .012). → Haavisto 2025 q3 i? The grade-by-modality interaction showed fifth graders benefited more from videos in retention than sixth graders (ΔR2mar = .010, p = .041). → Haavisto 2025 (2)

Evidence¶

Haavisto 2025¶

Haavisto, M., Lepola, J., & Jaakkola, T. (2025). The “simple” view of learning from illustrated texts and videos. Learning and Instruction, 100, 102200. https://doi.org/10.1016/j.learninstruc.2025.102200

q3 · i? · causal · r2

Exploratory mixed-effects analysis of delayed retention in the classroom experiment found a modality-by-gender interaction; the article reports "videos were more effective for boys in retention (ΔR2mar = .014, p = .012)".

"An interaction between modality and gender revealed that videos were more effective for boys in retention (ΔR2mar = .014, p = .012)."

Haavisto 2025 (2)¶

Haavisto, M., Lepola, J., & Jaakkola, T. (2025). The “simple” view of learning from illustrated texts and videos. Learning and Instruction, 100, 102200. https://doi.org/10.1016/j.learninstruc.2025.102200

q3 · i? · causal · r2

The same exploratory analysis found a grade-by-modality interaction in delayed retention, "with fifth graders benefiting more from videos than sixth graders in retention (ΔR2mar = .010, p = .041)".

"Similarly, grade and modality interacted, with fifth graders benefiting more from videos than sixth graders in retention (ΔR2mar = .010, p = .041)."

Discussion¶

Related Claims¶

• Fifth and sixth graders showed higher delayed retention and lower cognitive load when learning science from videos than from illustrated texts — related
• Teacher-rated grades show girls rated slightly higher than boys, but gender is unrelated to test performance — related