Text amount and slide position strongly influenced studying durations, but picture type did not affect studying rate in either modality¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i0 negligible
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Text characters was the strongest predictor of initial pass slide durations in both modalities, and readers spent more time on earlier slides. → Mikko Haavisto 2026 q3 i0 Picture type did not significantly affect initial pass slide duration in either condition, with negligible estimated effect sizes. → 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

Stepwise regression on slide-level studying durations (N of slides = 31 per Table 1). In video models text characters explained R2 = 0.898; slide number had a large effect in illustrated texts (change in R2 = 0.284) and a small effect in videos (0.039), with earlier slides receiving more time.

"In the illustrated text models, the most significant predictor was the number of text characters, which explained half of the variance ( R2 = 0.500) in the initial pass slide durations: each character increased the slide’s studying duration by 0.07 s."

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 · i0 · causal · r2

Stepwise regression found picture type (diagrams vs photographs) nonsignificant in both modalities; the article reports extremely small estimated effects (change in R2 < 0.001 in videos and < 0.02 in illustrated texts) and notes no a priori power analysis was conducted.

"Picture type did not significantly affect the initial pass slide duration in either condition."

Discussion¶

Related Claims¶

• Fifth graders study videos significantly faster than content-equivalent illustrated texts during the initial pass
• Faster initial-pass studying rate predicted better retention, delayed retention, and transfer and lower cognitive load, but the effect was mostly due to modality
• Fifth graders review videos mostly linearly forward, whereas review of illustrated texts combines varied strategies