Video usage in educational contexts is on the rise. We examined 3 alternative theories about cognitive mechanisms of learning and their implications for instructional design when video is employed to enhance text-based learning. Hypothesis-testing procedures followed a falsificationist approach, grounded in philosophy of science literature. Undergraduate students acquired learning-science concepts through web-based activities that involved studying reading material. Participants contrasted video cases "before" reading in one experimental condition, and "after" reading in another. Participants in a control condition read the same texts but saw no video cases. Recall results after a 2-day delay favored the instructional design in which video cases were contrasted "after" reading a text, consistent with a schema-elaboration hypothesis. (Contains 1 table and 2 footnotes.)