Instructional videos are becoming increasingly popular in both formal and informal learning environments. This study aimed to examine the effects of on-screen representation (text or multimedia visuals) and context of examples (context-same or context-different) on retention, transfer, and perceived learning. Results demonstrated that varying the context of problems contained within multimedia instructional videos can positively impact near transfer outcomes despite an overall student preference for studying from context-same materials. Contrary to prior research, the general use of multimedia in instructional videos did not improve retention, transfer, or perceived learning. Findings suggest the importance of using varied examples in multimedia instructional videos for developing transferable knowledge that can be applied to multiple situations. However, future research is needed to confirm the importance of context-different videos for developing transferable knowledge. Further, additional research in varied domains is needed to establish the extent to which multimedia theories do or do not apply to non-science, technology, engineering, and mathematics (STEM) domains. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]