Does Instructional Format Matter for Learning? A Comparison of Microlearning and Continuous Text in Adults’ Learning About Dialogic Reading

Abstract

The present study investigated whether instructional format affects adults’ ability to retain and apply information, and their Perceived Cognitive Load. More specifically, the study compared a Microlearning format with a Continuous Text format, using Dialogic Reading as the instructional content. A between-subjects online study was conducted with 85 participants, who were randomly assigned to either a Microlearning condition (n = 32), or a Continuous Text condition (n = 53). Both conditions presented the same core information but in different formats. The outcome measures included a Knowledge test, analysed in three separate outcomes, an adapted Raw NASA-TLX measure of perceived Cognitive Load, and three exploratory questions on perceived clarity and structure of the material. The results showed no statistically significant differences between the conditions in the Knowledge test performance or composite Cognitive Load. However, descriptive patterns indicated that the Microlearning condition was perceived slightly more positively in terms of clarity and structure. These findings should be interpreted with caution due to limited sample size, uneven group sizes, and the exploratory nature of the analyses.