Impact of Learning Motivation and Presentation Modalities on Cognitive Load and Learning Performance in Preoperative Digital Health Education for Older Patients With Knee Arthroplasty: Psychobehavioral Experimental Study

Both learning motivation and modality exert significant, though partly independent, influences on preoperative DHE outcomes in patients with KA. Video-based content enhances cognitive efficiency, while text-graphic formats may promote germane load among motivated learners. These findings highlight the importance of motivational scaffolding, adaptive modality selection, and the integration of real-time cognitive monitoring in DHE design. Beyond informing digital education for KA, the study demonstrates the feasibility of applying psychobehavioral experimental methods with older surgical patients, offering a framework for optimizing cognitive alignment in clinical education.