大学本科学习中指导视频与文本的效果：复习和总结对即时学习和延迟保持的影响

This study examined the effects of instructional medium (animated video vs. text) and study strategy (restudy vs. summarization) on undergraduate students’ immediate learning and 1-week retention. The study was grounded in the Cognitive Theory of Multimedia Learning, which predicts an advantage of narrated animation over text, and in generative learning theory, which predicts that summarizing supports long-term retention. In a 2 × 2 × 2 mixed-design experiment, 92 first-year students learned about the human immune system from either an animated instructional video or a word-for-word transcript