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The effects of video lecture viewing strategies on cognitive load

Research output: Contribution to journalJournal article

E-pub ahead of print
  • Jamie Costley
  • Mik Fanguy II
  • Christopher Lange
  • Matthew Baldwin
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<mark>Journal publication date</mark>6/04/2020
<mark>Journal</mark>Journal of Computing in Higher Education
Publication statusE-pub ahead of print
Early online date6/04/20
Original languageEnglish

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.