As higher education institutions go online to reap the benefits of technology and align their programs with a world economy that is increasingly becoming digital, the multimedia learning theory warns of possible challenges. Large device screens have been used to present related information elements of a learning task simultaneously to facilitate working memory processes and increase productivity. Small portable device screens make learning possible anywhere and at any time, increasing the duration of exposure to the learning task and facilitating learning following the transient effect of multimedia learning, especially for learners with high expertise. However, small portable devices require scrolling, zooming, and flipping, splitting the learner's attention and increasing their cognitive load. This hinders learning, especially for novice learners. Given the benefits and limitations of small- and large-screen devices, manufacturers are taking advantage of developments in the microprocessor chip industry to make thinner devices that offer both flexibility and space. To support learning, higher education leaders and learners must understand the differences that exist between learning devices along with learners' screen preferences. To investigate the differences, a nonexperimental quantitative survey, the naive rating questionnaire, was administered to 159 students, alumni, and higher education leaders who were also members of the Association for Educational Communication and Technology. An ANOVA analysis of the data revealed a significant difference among the three predominantly used device screens for intrinsic cognitive load (task difficulty) and no significant differences for both extraneous load (attractiveness for instructional design) and germane cognitive resources (effort). For task difficulty, a significant difference was found between the small, medium, and large screens but not between the medium and large screens. The absence of a significant difference among screen-size preferences for the investment of germane cognitive resources demonstrates an interdependence between germane cognitive resources, extraneous and intrinsic cognitive loads, and the fact that adult learners are generally self-directed and motivated to invest cognitive resources in their learning (Seufert, 2018). Therefore, future studies should include participants from a single content area so that participants' performances can be tracked and compared with their self-reported data to increase the validity of the study findings. [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.]