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A rising number of (online) learning scenarios feature video-based worked examples. We analyzed the effects of the presentation mode of worked examples on their effectiveness and efficiency in two experiments with university students (N 1 ϭ 57; N 2 ϭ 43). The students acquired argumentation knowledge by self-explaining different types of worked examples. In Experiment 1, we compared video-based examples with written examples, and in Experiment 2, we compared video-based examples with graphic novel-based examples.Regardless of the examples' presentation mode, we observed similar learning processes (i.e., invested mental effort and self-explanation quality) as well as a large effect on learning outcomes (i.e., conceptual knowledge about argumentative principles). Although they appear similarly effective, we found learning by selfexplaining written examples and by self-explaining graphic novels to be less time consuming and, thus, more efficient than learning by self-explaining video examples. Educational Impact and Implications StatementAgainst the background of the findings of two experiments, the present paper suggests that using examples to let students learn about argumentation is very effective-regardless of presenting those examples as videos, texts, or graphic novels. However, learning from texts takes less time than learning from videos. In return, learners rated videos as being more authentic than texts. Finally, our findings imply graphic novels as the preferred choice of instruction, because they are very effective while being both as efficient as text and as authentic as video examples.

Zusammenfassung. Kompetenzen zur kritischen Bewertung und argumentativen Nutzung wissenschaftlicher Evidenz sind für die Schule von großer Bedeutung. Bei Lehrkräften sind sie Voraussetzung für professionelles Handeln, das den aktuellen Forschungsstand berücksichtigt. Auch Schülerinnen und Schüler sollten entsprechende Kompetenzen – wenngleich auf einem anderen Niveau – im Sinne einer wissenschaftlichen Grundbildung entwickeln. Auf Basis theoretischer Ansätze zur Wissenschaftskommunikation und zum wissenschaftlichen Denken und Argumentieren arbeiten wir kognitive und motivational/überzeugungsbezogene Facetten dieser Kompetenzen heraus und beschreiben instruktionale Prinzipien, um sie in der Schule und in der Lehrerbildung zu fördern.