In the ever-evolving landscape of science, technology, engineering, and mathematics (STEM) education, the delivery method of instructional content remains a focal subject of research. A recent groundbreaking study by Pi, Dong, Wang, and colleagues, published in the International Journal of STEM Education, throws new light on the influential role that the combination of oral and written instructional explanations plays in enhancing STEM learning from video lectures. This research reveals that the modality of presentation—not just the content itself—significantly impacts learners’ comprehension, retention, and transfer of knowledge.
The foundation of this study is grounded in the cognitive theory of multimedia learning, which underscores the benefits of engaging multiple channels to facilitate understanding. Traditionally, video lectures have been a popular medium in modern STEM education, especially intensified by the global shift toward remote learning. However, these lectures vary widely in their instructional styles—some heavily rely on oral explanations, while others incorporate written text, such as captions or on-screen annotations. The investigators sought to dissect how these different modalities, when combined, influence the learning outcomes among STEM students.
To explicate this, the researchers designed a comprehensive experimental setup involving participants exposed to video lectures with varied instructional formats: oral-only explanations, written-only explanations, and a combination of both oral and written explanations. The study meticulously measured the impact of these formats on students’ ability to grasp complex STEM concepts, their ability to recall information, and the degree to which they could transfer learned knowledge to novel problem-solving situations.
One of the crucial insights from the research is that combining modalities significantly enhances cognitive processing. From a neuroscientific perspective, oral explanations activate auditory processing areas, while written explanations stimulate visual processing regions. This dual-channel activation fosters deeper encoding of information, alleviating the cognitive load on any single sensory modality. Consequently, learners can integrate abstract concepts more effectively, which is particularly pertinent in challenging STEM subjects like physics and engineering.
Moreover, the research highlights the role of written explanations as supportive scaffolding during video lectures. When learners can read key points while simultaneously hearing the instructor’s oral explanations, they gain redundant cues that reinforce the material. This redundancy facilitates dual coding—a process where information is represented both verbally and visually—boosting memory consolidation and facilitating retrieval. Importantly, the study finds that written instructions do not merely echo oral content but add structural clarity by segmenting complex information into digestible chunks.
The experimental data unearthed statistically significant differences in learning retention between the modality groups. Learners exposed to combined oral and written explanations outperformed their peers in oral-only or written-only groups on both immediate post-tests and delayed assessments conducted weeks after the intervention. These findings suggest that modality combination is not a transient aid but underpins long-term mastery of STEM concepts, translating directly into academic performance improvements.
Another notable dimension explored is how modality affects learner engagement and motivation. The combined instructional format was reported to reduce cognitive fatigue and increase perceived clarity of the subject matter. Students expressed higher confidence navigating complex content and demonstrated more sustained attention during video lectures. This engagement is crucial because STEM content often suffers from abstraction and complexity that can alienate learners if presented monotonously or solely through one modality.
In addition to retention and engagement, transfer learning—applying acquired knowledge to novel contexts—is one of the hallmarks of deep understanding in STEM education. The researchers discovered that students who learned through a dual-modality approach were more adept at extrapolating principles beyond the immediate content, solving problems that required synthesis and critical thinking. This suggests that modality influences not only rote memorization but cognitive flexibility, an essential skill in scientific inquiry and innovation.
The findings also map onto pedagogical frameworks advocating universal design for learning (UDL), which emphasize multiple means of representation to cater to diverse learner preferences and needs. By endorsing a hybrid oral-written format, educators can better accommodate individual differences in sensory processing and learning styles, potentially narrowing achievement gaps among students with varying academic backgrounds and disabilities.
Technological implications of this study resonate strongly with digital learning developers and educational platforms. Integrating well-synchronized oral and written explanations demands advanced video editing and user-friendly interfaces that allow seamless switching or simultaneous viewing. The study calls for adaptive learning systems capable of optimizing modality presentation based on real-time learner feedback, paving the way for AI-driven personalized education in STEM.
This research, pioneering in its integration of cognitive science principles with empirical evidence from video-based instruction, provides a robust argument for revamping STEM video lecture designs. It challenges educators and content creators to move beyond monomodal approaches and reimagine instructional videos as dynamic multimedia experiences that harness complementary sensory pathways for maximal learning.
Furthermore, as video lectures continue to dominate MOOCs (Massive Open Online Courses), hybridized oral-written explanations could solve persistent challenges related to student dropouts and low completion rates in online STEM courses. By fostering better comprehension and sustained interest, this modality mix stands to democratize access to quality STEM education, regardless of learners’ geographical or socio-economic constraints.
The study’s implications extend to assessments as well. Evaluators may consider embedding multimodal explanations within testing environments to scaffold learners, thereby capturing more authentic demonstrations of understanding. Such alignment between instruction and assessment modalities could transform traditional exams into more inclusive and effective measures of STEM proficiency.
While these findings are promising, the researchers acknowledge limitations requiring further exploration. The study primarily targeted undergraduate populations, and the transferability of results to younger learners or professionals remains to be validated. Moreover, the cognitive load associated with processing dual modalities needs careful calibration to avoid overstimulation in learners prone to sensory overload.
Future research directions spotlight optimizing modality synchronization, exploring the interplay between linguistic complexity and modality, and harnessing real-time physiological measures like eye tracking to tailor multimodal content dynamically. Integrating emerging technologies such as augmented reality (AR) and virtual reality (VR) could amplify these effects, offering immersive multisensory learning environments.
In essence, the study by Pi and colleagues revolutionizes our understanding of how modality influences STEM learning. The synergistic blend of oral and written instructional explanations emerges as a powerful conduit for unlocking deeper comprehension, longer retention, and enhanced transfer. As education relentlessly evolves under technological pressure, embracing modality integration may herald a new paradigm in STEM pedagogy—one where clarity, accessibility, and learner engagement are harmoniously balanced through the science of sensory integration.
Subject of Research: How the combination of oral and written instructional explanations influences STEM learning from video lectures.
Article Title: Modality matters: how combining oral and written instructional explanations improves STEM learning from video lectures.
Article References:
Pi, Z., Dong, J., Wang, J. et al. Modality matters: how combining oral and written instructional explanations improves STEM learning from video lectures. IJ STEM Ed 12, 18 (2025). https://doi.org/10.1186/s40594-025-00539-1
DOI: https://doi.org/10.1186/s40594-025-00539-1
