Learning From Instructional Videos: Learner Gender Does Matter; Speaker Gender Does Not

One crucial design characteristic of auditory texts embedded in instructional videos is the speaker gender, which has received some attention from empirical researcher recent years. Contrary to theoretical assumption that similarity between speaker’s and learner’s gender might positively affect learning outcomes, findings have often been mixed, showing null contrary effects. Notwithstanding effect on a closer look at how speaker–learner similarities further determine cognitive variables, such as different load types, overdue. Moreover, part learner, role situational interest topic be related neglected so far. Therefore, this study explored learner their interaction regarding outcomes. We broaden our perspective by investigating effects gender-related differences concerning being taught determining types load. In 2 (female/male speaker) × learner) within- between-subject design, 95 students learned about female male human sexual maturity with an video containing explanations. Analysis results indicate had no impact gains, interest, types. However, demonstrate especially for maturity, matters most line assessed variables. Compared males, females higher reported topic, invested more germane resources. Thus, designers may want consider gender-dependent it can triggered when creating