The effects of video lecture viewing strategies on cognitive load

Jamie Costley, Mik Fanguy, Chris Lange, Matthew Baldwin

Research output: Contribution to journalArticlepeer-review

41 Citations (Scopus)

Abstract

Ideally, instruction should be delivered in a way that reduces the processing of information that does not contribute to learning (extraneous load) and increases cognitive processing that contributes to learning (germane load). One way students might effectively manage extraneous load is through specific video lecture viewing strategies to control the flow of information. Extant research provides conflicting perspectives regarding the role of viewing strategies within video lectures in improving learning. This study analyzed survey responses from a group of university students (n = 2012) participating in online classes in South Korea and looked at the mediating effect of video lecture viewing strategies on the relationship between extraneous load and germane load. The results showed that viewing strategies mediated the relationship between extraneous load and germane load. When viewing strategies were added to the model, the large negative relationship between extraneous load and germane load reversed to become a small positive relationship, implying that the negative correlation between extraneous load and germane load can be largely mitigated by students engaging in specific viewing strategies to better understand the content.

Original languageEnglish
Pages (from-to)19-38
Number of pages20
JournalJournal of Computing in Higher Education
Volume33
Issue number1
DOIs
Publication statusPublished - Apr 2021
Externally publishedYes

Keywords

  • Cognitive load
  • e-Learning
  • Extraneous load
  • Germane load
  • Korea
  • Viewing strategies

ASJC Scopus subject areas

  • Education

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