Abstract: An experimental study was conducted in a compulsory introductory food science and human nutrition course at a mid-western University with undergraduate students to determine the relationship between multimedia and content types on perceived mental effort and how multitasking impacts students’ perceived mental effort. Students (n=160) were randomized into one of three groups: Group A, Group B, and Group C. Each group was provided with different multimedia (text-only, audio + text, and video+ audio+ text) and content types (declarative knowledge, conceptual knowledge, and procedural learning). Results showed students who viewed declarative knowledge material in text-only format experienced significantly lower mental effort investment than when exposed to other multimedia and content types. Non-multitask students also indicated lower perceived mental effort investment. This study is important to identify effective ways to present instructional information in a manner that reduces students