In Group 1–TG, students that reported less intrinsic cognitive load had higher post-test scores. Cognitive load and post-test scores were tabulated and compared using a spearman correlation across groups. Based on the post hoc, students in Group 1–TG had higher intrinsic cognitive load scores than Group 2–ATG (ANOVA, P < 0.05). Cognitive load scores were tabulated and compared using a 3 × 3 ANOVA and Tukey post hoc analysis across multimedia groups and food science supplemental lecture materials. Participants answered a demographic survey and pretests before viewing 2 food science supplemental lecture materials (i.e., water mobility and amino acid structures) and completing the cognitive load instrument and post-tests within a noncontrolled setting. College students (n = 268) were randomized into 1 of 3 multimedia groups: text + graphics (Group 1–TG) audio + text + graphics (Group 2–ATG) or video + audio + text + graphics (Group 3–VATG). This quantitative study was designed to explore the effect multimedia and content difficulty has on students’ cognitive load and learning outcomes. The effective design of course materials is critical for student learning, especially for large lecture introductory courses.

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