A rising number of (online) learning scenarios feature video-based worked examples. We analyzed the effects of the presentation mode of worked examples on their effectiveness and efficiency in two experiments with university students (N[subscript 1] = 57; N[subscript 2] = 43). The students acquired argumentation knowledge by self-explaining different types of worked examples. In Experiment 1, we compared video-based examples with written examples, and in Experiment 2, we compared video-based examples with graphic novel-based examples. Regardless of the examples' presentation mode, we observed similar learning processes (i.e., invested mental effort and self-explanation quality) as well as a large effect on learning outcomes (i.e., conceptual knowledge about argumentative principles). Although they appear similarly effective, we found learning by self-explaining written examples and by self-explaining graphic novels to be less time consuming and, thus, more efficient than learning by self-explaining video examples.