The effectiveness of educational games is contingent upon players staying engaged. When players become stuck, the availability of in-game instructional guidance can help them to overcome obstacles and continue to progress. In this study, we examined the impact of different formats for instructional assets designed to support learners as they play "Planet K," an educational game on digital circuit design. We compared video-based instruction with instruction that used text aligned with key static images. Instruction consisted of brief assets in a tool named "Logic Help" that students could access as they worked on problems in the game. 154 undergraduates enrolled in an engineering class participated in our study. Students were randomly assigned to either the text-with-images or video-based treatment condition. The results showed no significant difference between groups in how far learners progressed in the game or their posttest scores. They did differ in how many of the "Logic Help" assets they accessed, with the text-with-images group accessing more than the video group, though the effect size was small. Even though there has been a rapid uptake in recent years in the use of video for instruction, our findings suggest that text-with-images can be just as effective.