The Effect of Temporal Density and Visual Complexity in Educational Videos on Learning

• Applicant: Dr. Martin Merkt
• Subject Area: Developmental and Educational Psychology
• Term: since 2026
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 576849658

Despite the challenges associated with the transient flow of information in video-based learning materials, videos remain a popular medium in both formal and informal education. Based on cognitive learning theories, the planned project takes a closer look at design characteristics that affect how much time learners have in order to process the video-based learning materials. These factors, including segmenting, pauses, and video speed, are referred to as temporal density. Whereas meta-analytic evidence suggests positive effects of segmenting / pauses and negative effects of increasing video speed beyond a certain threshold on learning outcomes, there still is considerable heterogeneity regarding the effects observed in the original studies. The planned research aims to resolve this heterogeneity by introducing visual complexity as a moderator for the effects of temporal density. In one pilot and five main experiments, visual complexity will be operationalized as the number of task-irrelevant visual elements that are included in the learning materials. Specifically, the planned research investigates (1) how different levels of temporal density affect learning, (2) whether or not the effects of temporal density are moderated by visual complexity, and (3) how learners’ individual characteristics (i.e., prior knowledge, working memory capacity, need for cognition, individual interest) are related to learning outcomes with videos at different levels of temporal density and visual complexity. Next to answering these research questions, the planned research provides empirical groundwork for a more comprehensive approach to the specification of multimedia design principles by suggesting an integration of theoretical considerations about video baseline characteristics and assumptions on cognitive processing.

• DFG Programme: Research Grants