Viewing strategies include behaviors such as selecting the content order, pausing, scrolling back and rewatching portions of the video lecture, scrolling forward and skipping ahead in the video lecture, speeding up the video playing rate, looking away from the screen to listen more carefully, splitting attention between text and images, temporary cessation of listening to focus on something on the screen, and filtering and scanning text to find specific information needed to make better sense of the content (Caspi et al. In the context of the present study, viewing strategies refer to behaviors by learners to help better process the learning materials they are engaging with in online lecture videos. In the case of online video lectures, students may employ viewing strategies by directly interacting with the e-learning interface. When presented with unclear instruction that causes extraneous load, students may engage in a variety of viewing strategies in an attempt to gain a better understanding of the lecture content. Germane load directly contributes to improved schema formation through cognitive effort, ultimately aiding the transfer of information from the working memory to the long-term memory (Kolfschoten et al. Extraneous load occurs when poorly delivered instruction causes students to process information that is not essential to the learning process (Cierniak et al. Intrinsic load constitutes content complexity based on learners’ prior knowledge of the subject matter, and high levels of intrinsic load may inhibit learners from processing the information they receive (De Jong 2010 Sweller and Chandler 1994 Sweller et al. The three elements that make up cognitive load theory are intrinsic load, extraneous load, and germane load (De Jong 2010 Sweller 2010 Sweller et al. 2009).īecause there is a limited capacity for storing information in the working memory, high levels of cognitive load can inhibit learner attempts to transfer unclear or excessive information from the working memory to the long-term memory (Cierniak et al. Cognitive load theory can provide insight into e-learning instruction and its effects on how students process information due to its explanation of the cognitive processes that occur when learners transfer information from the working memory to the long-term memory (Cierniak et al. Therefore, course content must be delivered clearly and effectively so that students can remain focused on information relevant to the learning process. Furthermore, unclear web-based design elements or superfluous instruction in e-learning may contribute to confusion among online learners (Cheon and Grant 2012 Gerjets and Scheiter 2003 Kester et al. Clear and effective instruction is particularly important in distance learning environments because attrition and waning interest and motivation among students are commonly reported due to feelings of isolation in online learning environments (Lee and Rha 2009 Russo and Benson 2005). With the increasing prevalence of online learning environments worldwide, and the subsequent increase in the use of video lectures, online content must be delivered clearly and effectively in order to meet the needs of the students. 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. The results showed that viewing strategies mediated the relationship between extraneous load and germane load. 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. Extant research provides conflicting perspectives regarding the role of viewing strategies within video lectures in improving learning. One way students might effectively manage extraneous load is through specific video lecture viewing strategies to control the flow of information. 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).
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