Keywords
interactive learning
cognitive load
cognitive styles
academic motivation
self-regulation
digital education
multimedia learning
How to Cite
Abstract
The article presents a theoretical and empirical substantiation of psychological factors influencing students’ choice of different learning content formats (text, video, and interactive) in the context of digitalization of education. The relevance of the study is determined by the rapid development of online and blended learning and the need to consider individual psychological characteristics of learners to enhance the effectiveness of knowledge acquisition.
The aim of the study is to identify the relationship between cognitive, motivational, and regulatory characteristics of students and their preferences for different learning content formats. The theoretical framework is based on the cognitive theory of multimedia learning (R. Mayer), cognitive load theory (J. Sweller), dual coding theory (A. Paivio), as well as research on individual differences in learning (S. Kalyuga) and the effectiveness of digital educational technologies.
It is substantiated that the choice of learning content format is a multifactorial psychological process determined by the level of academic motivation, self-regulation skills, cognitive style, and current cognitive load. The text format facilitates deep analytical processing of information, video provides visual clarity and reduces cognitive complexity, while interactive content enhances learning activity and increases student engagement.
The empirical study conducted on a sample of students aged 18–22 showed a predominance of video format as the most preferred (38.9%), while text and interactive formats were chosen less frequently. It was found that students with a high level of academic motivation and self-regulation more often prefer text-based and combined formats, whereas under conditions of low motivation and increased cognitive load, video content is dominant. Statistically significant relationships were identified between self-regulation and preference for text format, motivation and interactive learning, as well as cognitive load and preference for video format.
The key psychological factors influencing the choice of learning content were determined as cognitive processing characteristics, academic motivation level, self-regulation ability, and situational psycho-emotional state. The practical significance of the study lies in the possibility of using its results for designing adaptive digital learning environments that take into account individual differences among students and improve the effectiveness of the educational process.
Keywords: learning content, text, video, interactive learning, cognitive load, cognitive styles, academic motivation, self-regulation, digital education, multimedia learning.
Date of receipt of the article: 13.01.2026
Date of recommendation for publication: 21.02.2026
Date of publication: 28.02.2026
References
Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer. https://doi.org/10.1007/978-1-4419-8126-4
Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255–287. https://doi.org/10.1037/h0084295
Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). Wiley.
Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19(4), 509–539. https://doi.org/10.1007/s10648-007-9054-3
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of the First ACM Conference on Learning at Scale (pp. 41–50). ACM. https://doi.org/10.1145/2556325.2566239
Fiorella, L., & Mayer, R. E. (2015). Learning as a generative activity: Eight learning strategies that promote understanding. Cambridge University Press. https://doi.org/10.1017/CBO9781107707085
Moreno, R., & Mayer, R. E. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309–326. https://doi.org/10.1007/s10648-007-9047-2
Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68–88. https://doi.org/10.24059/olj.v7i1.1864
OECD. (2021). 21st-century readers: Developing literacy skills in a digital world. OECD Publishing. https://doi.org/10.1787/a83d84cb-en
Schunk, D. H. (2020). Learning theories: An educational perspective (8th ed.). Pearson.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2026 Pastushenko Valentyna