Three years of data for 5,617 college online introductory statistics students were examined to determine if embedded course videos reduced incidences of external course tutoring. The frequency of external tutoring in course sections that used embedded videos was significantly reduced by 55% when compared to courses that did not use embedded course videos. These findings were consistent with an earlier study by Griffith & Faulconer (2022) where a statistically significant 40% reduction was found with a smaller sample size (26 months of data). Additionally, study results revealed a significant 51% reduction of tutoring hours for course sections that used embedded course videos. It was theorized that eliminating the need for students to seek external tutoring reduced cognitive load and friction for students which is particularly important in STEM courses taught in an online format. Recommendations include replicating this study methodology in traditional university settings with standard 16 week terms. Study results support the idea that faculty can use embedded course videos to reduce cognitive load and friction and reduce reliance on external tutoring by external tutoring organizations.