<![CDATA[This study examines how high-quality instructional videos and structured, detailed content outlines influence undergraduate student learning outcomes, using student ability as a mediating variable and the macro content outline as a moderator. We used a quantitative, causal-associative design. Data were gathered from a purposive sample of 500 undergraduate students enrolled in multimedia-driven courses. To ensure objective, non-cognitive data capture, the data collection method relied on structured observation using a validated behavioral checklist. Using this approach, trained observers evaluated students' real-time performance while they interacted with three instructional tools: high-quality instructional videos, detailed content outlines, and general content outlines. Data analysis used Consistent Structural Equation Modeling (Consistent PLS-SEM) in SmartPLS version 4.1.1.6 to evaluate both the reflective measurement model and the structural pathways. The findings demonstrate that integrating effective instructional videos with comprehensive content outlines, supported by enhancing student capability and guidance from the content outline, is key to optimizing learning outcomes. The primary novelty of this research lies in its capacity to capture the dynamics of students' competence and learning adaptation processes in a real, objective, and non-cognitive manner, which are aspects that frequently go undetected through conventional written examinations.]]>
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