This study examines the effects of video and text on cognitive load and motivational-emotional processes during case-based learning in pre-service teacher education. It also enquires whether cognitive and non-cognitive processes are connected. For the study, 21 parallel courses with the same topic of study were case-based designed and distributed according to the use of video or text. In addition, a control group without assigned casework was examined. A total of 680 pre-service teachers were required to complete a short questionnaire three times within two case-based sessions on Classroom Management.
Results show that video caused a higher cognitive load when compared with the use of text. However, the immersion in and joy of learning appeared stronger in the video analysis than in that of text. A correlation was found to exist between cognitive load and motivational processes in learning. We discuss how the differential effects of media in case-based learning can be used didactically in pre-service teacher education.