| Sumario: | Most of the studies establishing factors affecting digital text and multimedia comprehension have been conducted in controlled conditions. The present study sought to test and extend the modality and seductive details effects, and the role of verbal ability and working memory capacity, to a remote, self‐paced, E‐learning scenario. Two hundred and thirteen first‐year undergraduates read or watched videos about scientific expository content in three formats: digital text (written expository texts, navigated in seven screens), presentation video (audio explanation, with written keywords), and presentation video with dynamic decorative images (audio explanation, written keywords, and dynamic decorative and irrelevant images). In a face‐to‐face session, they completed working memory and verbal ability tests. Comprehension performance was similar for the three conditions. For the multimedia videos with dynamic decorative irrelevant images, comprehension depended on working memory capacity. Verbal ability was relevant for both expository text and videos. Lay Description: What is already known about this topic: Verbal abilities and working memory affect digital expository text comprehension.Multimedia comprehension is better when explanations are narrated rather than written.Decorative, salient, irrelevant images in multimedia affect comprehension.Multimedia effects might be different in more naturalistic settings. What this paper adds: Tested effects in a self‐regulated, at home, E‐learning scenario.Similar comprehension with text and video.Effects of decorative, salient, irrelevant images depended on working memory capacity.Comprehension of text and video affected by verbal ability. Implications for practice and/or policy: Multimedia principles work differently in remote E‐learning settings.Decorative images to capture attention in video hinder learning for some students.Even in an unsupervised, remote setting, comprehension depends on verbal ability.
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