Does working memory capacity influence learning from video and attentional processing of the instructor’s visuals?

ABSTRACT

Existing evidence suggested learners with differences in attention and cognition might respond to the same media in differential ways. The current study focused on one format of video design – instructor visibility and explored the moderating effects of working memory capacity on learning from such video design and if learners with high and low working memory capacity attended to the instructor’s visuals differently. Participants watched a video either with or without the instructor’s visuals on the screen, while their visual attention was recorded simultaneously. After the video, participants responded to a learning test that measured retention and transfer. Although the results did not show working memory capacity moderated the instructor visibility effects on learning or influenced learners’ visual attention to the instructor’s visuals, the findings did indicate working memory capacity was a positive predictor of retention performance regardless of the video design. Discussions and implications of the findings were provided.

KEYWORDS:

• Video-based learning
• working memory capacity
• learning outcomes
• instructor’s visuals
• visual processing

Disclosure statement

No potential conflict of interest was reported by the author(s).