Fifth graders review videos mostly linearly forward, whereas review of illustrated texts combines varied strategies¶

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? Modality had a medium to large effect on the prevalence of review strategies except the isolated strategy, with forward linear reviewing dominant in videos. → 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 analysis of review-phase strategies coded from the screen recordings (n = 95, 52 groups per Table 2). Table 2 reports forward linear reviewing at 79.4% in videos versus 41.3% in illustrated texts; scanning and slowing were more prominent in illustrated texts.

"A mixed-effects analysis showed that modality had a medium to large effect ( R2mar = 0.139–0.409) on the prevalence of different review strategies between the conditions, except for isolated strategy (Table 2)."

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
• 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