Videos and illustrated texts showed no significant difference in retrieval from materials or transfer among fifth and 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? Retrieval from available materials did not differ significantly between modalities, with a minimal effect size and a slight trend favoring videos, contrary to the hypothesis that texts would be superior. → Haavisto 2025 q3 i? Post-test transfer showed no significant difference between modalities. → 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

In the within-subjects classroom experiment, post-test retrieval with materials available showed no significant modality difference; the article notes "the minimal effect size indicates no practical difference in retrieval between modalities (R2mar = .003), with a slight trend favoring videos."

"Post-test transfer tasks showed no significant differences. Interestingly, videos performed no worse than texts in retrieval from materials, contrary to Hypothesis 2, which posited illustrated texts would facilitate easier location of relevant information."

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

Open-ended transfer questions in the post-test, answered with materials available but without direct answers in the materials, showed "no significant differences" between the video and illustrated text conditions in the mixed-effects analysis.

"Post-test transfer tasks showed no significant differences. Interestingly, videos performed no worse than texts in retrieval from materials, contrary to Hypothesis 2, which posited illustrated texts would facilitate easier location of relevant information."

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
• Decoding ability predicted retrieval, transfer, and retention, and interacted with modality so that video retention benefits were largest for children with weaker decoding — related
• Reading comprehension predicted retrieval, transfer, and retention more strongly than decoding, with a weaker modality interaction favoring lower-comprehension children in retention — related