In digital learning, the study of Macroeconomics can be cumbersome even with technological affordance.  Learners can be confused with so many disruptions due to numerous audio-visual presentations, animations, and other dynamic illustrations which ultimately reduce knowledge absorption.   The purpose of this paper is to ponder upon learning concepts and principles as applied in a Macroeconomics video lecture in order to serve as a guide for quality knowledge assemblage aiding students deeper understanding of the discussion on the effects of a government multiplier to fiscal policy expansion with the use of graphical illustrations. Result indicates that technological affordance for meaningful learning should hone critical thinking skills as students apply various learning concepts and principles in studying complex video tutorials.  

cognitive information processing; cognitive load theory; economics video lecture; learning theory; macroeconomics.