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September 28, 2025International Journal of Educational Technology and LearningOpen Access

The influence of learner modality preferences on perceived mental effort and performance in self-paced instructional videos

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Authors

MSMarie-Monique SchaperUniversity of Science and Culture

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Implication

ANOVA findings reveal learner modality preference modifies perceived mental effort in self-paced videos, suggesting instructional design should consider cognitive principles.

Key Points

Narrated videos reduced perceived mental effort for auditory learners compared to captioned videos, indicating an influence of modality preferences.
Significant interaction effect observed in a 2 × 2 between-subjects ANOVA, affecting perceived mental effort but not recall or transfer performance.
Auditory learners benefited more from narrated videos, while read/write learners showed no differences, emphasizing the importance of cognitive principles.
Mismatched formats may increase perceived effort without affecting learning outcomes, highlighting the role of pacing-control mechanisms.

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Marie-Monique Schaper (2025) studied this question.

synapsesocial.com/papers/68d9052541e1c178a14f55e4 https://doi.org/10.55217/101.v18i3.1002

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Implication

ANOVA findings reveal learner modality preference modifies perceived mental effort in self-paced videos, suggesting instructional design should consider cognitive principles.

The influence of learner modality preferences on perceived mental effort and performance in self-paced instructional videos

Discussion

Member takes

Implication

Key Points

Cite This Study

The influence of learner modality preferences on perceived mental effort and performance in self-paced instructional videos

Discussion

Member takes

Implication

Key Points

Cite This Study

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