Why does it take less time to remember an event than to experience it? Recent evidence suggests that the dynamic unfolding of events is temporally compressed in memory representations, but the exact nature of this compression mechanism remains unclear. The present study tested two possible mechanisms. First, it could be that memories compress the…

Although the relationships between some antecedents (such as affective disorders and negative emotions) and short-form video addiction have been verified by previous studies, the association between negative cognitive bias and this addictive behavior has not been examined, and the underlying psychological mechanisms are still unclear. The present…

The current study investigated the effects of segmentation design and drawing on college students' video learning. Participants were 158 college students randomly assigned to view either a segmented or continuous video lecture (video type: segmented vs continuous) and who either received instructed to draw while learning or no instructions at all…

Video lectures are commonly used in online and flipped courses, but students often find it challenging to stay engaged and retain lecture content. The current study examined to what extent the power of electroencephalography (EEG) brain activity in the theta (4-7 Hz), alpha (8-12 Hz) and beta (13-20 Hz) bands can dynamically capture fluctuations…

Empirical evidence has consistently shown that interactive questions are an effective strategy for strengthening student learning through instructional videos. However, research has not directly addressed the crucial question of whether the beneficial effects of interactive questions in instructional videos are attributable to the presence of…

The lightboard, an affordable and readily accessible tool, has become a promising approach for enhancing engagement in instructional videos. Despite its potential, previous studies have primarily highlighted the benefits of lightboard videos by evaluating learners' subjective experiences, with limited empirical research examining their impact on…

This study explores the relationship between students' affective states and their interactions with educational videos. While video-based learning has become increasingly popular, it is important to understand the emotional and behavioral dynamics that influence learning outcomes. Using a qualitative content analysis approach, data were collected…

The quality improvement of human resources in the society 5.0 era in the 21st century is closely related to technology, and one of the ways this can be achieved is by using YouTube. Therefore, this research determined the differences in student cognitive learning outcomes and critical thinking before and after applying the YouTube-assisted…

This study attempted to determine if placing videos in an asynchronous course influenced the learning experience. Data were examined for an introductory college statistics course comparing results pre and post implementation of videos in support of discussions, assignments, homework, quizzes, and exams. Frequency of external tutoring was…

Many online videos feature an instructor on the screen to improve learners' engagement; however, the influence of this design on learners' cognitive load is underexplored. This study investigates the effects of instructor presence on learners' processing of information using both subjective and psychophysiological measures of cognitive load. Sixty…

Learning-by-teaching is a generative learning strategy in which students are asked to teach what they are learning to others (Fiorella & Mayer, 2015). In this study, college students watched a multimedia lesson on chemical synaptic transmission with instructions that afterward they would explain the materials by making a lecture video…

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…

Intrinsic motivation is seen as the principal source of vitality in educational settings. This study examined whether intrinsic motivation promoted online group creativity and tested a cognitive mechanism that might explain this effect. University students (N = 72; 61 women) who volunteered to participate were asked to fulfill a creative task with…

In recent years, several researchers have introduced spherical video-based virtual reality (SVVR) into classroom teaching to help students learn different subjects. In SVVR learning, learners are typically presented with great autonomy over their learning process. Therefore, learners should engage in self-regulated strategy (SRS) learning in order…

Universities around the world are incorporating online learning, often relying on videos (asynchronous multimedia). We systematically reviewed the effects of video on learning in higher education. We searched five databases using 27 keywords to find randomized trials that measured the learning effects of video among college students. We conducted…