Playback speed and learning

Effects on objective comprehension and perceived clarity

Bibliographic Data

ID22167694
AuthorsHector Augusto Rodriguez Orejuela (0000-0003-2865-1748, Universidad del Valle), Augusto Rodríguez Orejuela (Universidad del Valle), Edwin Arango Espinal (0000-0002-2231-3513, Universidad del Valle), Carlos Fernando Osorio Andrade (0000-0002-5095-4991, Universidad del Valle), Carlos Fernando Osorio-Andrade (Universidad del Valle)
Year2026
Volume11
Publication date2026-05-07
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2026.1790320
OpenAlexW7160540711
LanguageEN
References cited34

Introduction Playback Speed (PS)—the practice of reproducing audiovisual content at speeds higher than standard—has established itself as a common strategy in virtual learning environments, though its effects on the learning experience are not fully understood. The empirical literature shows polarized results, and prior research has focused almost exclusively on objective performance while ignoring the subjective processing experience, as well as overlooking sociodemographic moderators such as age and technological familiarity. This study examined the effects of Playback Speed on objective information comprehension and perceived information clarity, further evaluating the moderating role of age and technological familiarity. Methods A quantitative between-subjects experimental design with one factor was applied, using three speed conditions (1.0×, 1.5×, and 2.0×). A sample of 328 participants, distributed across three generational cohorts (18–73 years), was exposed to a standardized pre-recorded technical lesson on digital marketing of moderate duration (16 min 42 s at 1.0×). Objective comprehension was assessed through a 10-item multiple-choice test, while perceived clarity and technological familiarity were measured using validated Likert-scale instruments. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with 5,000 bootstrapping subsamples. Results Playback Speed did not significantly impair objective information comprehension in any of the evaluated conditions ( R 2 = 0.022). However, it produced a progressive and statistically significant decline in perceived clarity, particularly at 2.0× ( β = −0.311, p < 0.001; f 2 = 0.104), while the effect at 1.5× was marginal and lacked practical significance. Neither technological familiarity nor age moderated the effect of Playback Speed on comprehension. The only significant interaction found (age × 1.5× on perceived clarity) was of small magnitude ( f 2 = 0.013) and should be interpreted with caution. Discussion These findings highlight a dissociation between objective learning outcomes and the subjective processing experience: Playback Speed operates as an asymmetric exchange that preserves retention but increases the perceived cost of processing. This pattern is consistent with Cognitive Load Theory, suggesting that moderate accelerations may not exceed the working memory overload threshold required to disrupt encoding, yet are sufficient to degrade processing fluency. The results have implications for the design of digital educational content and for guiding students who use acceleration as a time management strategy

CLARITY · Comprehension · Empirical research · Learning effect · Structural equation modeling · Impact of Technology on Adolescents · Technology Use by Older Adults · Virtual Reality Applications and Impacts

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