Fostering learning from instructional video in a second language

Hyunjeong Lee, Richard E. Mayer

Research output: Contribution to journalArticlepeer-review

34 Scopus citations


This study investigated the most effective way to present an instructional video that contains words in the students' second language. Korean-speaking university students received a 16-min video lesson on Antarctica that included English narration (video + narration group), English text subtitles (video + text group), or English narration with simultaneous text subtitles (video + narration + text group). On a comprehension test, the video + text group scored higher than each of the other two groups, in contrast to the modality effect; and the video + narration + text group outscored the video + narration group, in contrast to the redundancy effect. Each of the lessons that included text was rated as less difficult than the lesson with narration only. The narration + text group reported lower effort than each of the other groups. Results highlight boundary conditions for two principles of multimedia instructional design that apply for college students who are learning in a second language. Theoretical implications are discussed.

Original languageEnglish
Pages (from-to)648-654
Number of pages7
JournalApplied Cognitive Psychology
Issue number5
StatePublished - 1 Sep 2018


  • immersion education
  • instructional video
  • modality principle
  • multimedia learning
  • redundancy principle


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