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Abstract This study examined strategies used across two modalities of information presentation. Students were presented with two sources on endangered species, either as two texts or two videos. Then, participants were asked to annotate the two sources either using the track changes function in Microsoft Word, for the text condition, or using the VideoAnt, video annotation platform, for the video condition. Students' annotations were coded for the strategies evidenced. More strategies were reported in association with the text condition and a greater number of higher‐level strategies and emphasis‐related strategies were reported. Moreover, students were found to report consistent strategies when processing two different sources, on two different topics, and were found to report strategies disproportionately early during processing, particularly for the video condition.
Lee et al. (Thu,) studied this question.