Samenvatting This study explored the effect of audio-learning on academic performance among first-year university students, focusing on the mediating role of motivation and the moderating role of ADHD. The sample consisted of 207 participants from the Brain & Cognition course at the University of Amsterdam. The study found no direct relationship between audio-learning and academic performance, and motivation did not mediate this relationship. However, audio-learning did have a direct effect on motivation. Additionally, ADHD did not moderate the effect of audio-learning on motivation. However, exploratory analyses revealed that reading effort significantly mediated the effect of audio-learning on academic performance. These findings suggest that while audio-learning may not directly improve academic performance, it can promote engagement behaviors, such as increased reading effort, which are essential for academic performance. The results highlight the potential of audio-learning as a supplementary educational tool and the need for further research to optimize its implementation and effectiveness across diverse educational contexts and student populations.