Video tutorials in traditional classrooms: The effects on cognitive load and time on task

Abstract

This cumulative dissertation comprises three papers, each examining the effectiveness of video tutorials (VTs) in the traditional classroom on different types of cognitive load and time-on-task. Each article explores specific research questions related to the use of video tutorials in the classroom and is already published in a peer-review journal or currently under review.

1. Video Tutorials in the Traditional Classroom: The Effects on Different Types of Cognitive Load. Published: June 2024,Technology, Knowledge and Learning. 2. Comparing cognitive load during video versus traditional classroom instruction based on heart-rate variability measures. Submitted: July 2024, Computers & Education (2nd revision Under Review). 3. From Heartbeats to Actions: Multimodal Learning Analytics of Cognitive and Behavior Engagement in Real Classrooms. Submitted: December 2024, Learning and Instruction (Under Review).

Each article explores a specific research question relevant to the study. The contributions of each author are listed below: - Enqi Fan: conceptualization and design of the study, literature review, development of research instruments, collection of data, data analysis, initial drafting of the manuscript, and final editing of the manuscript. - Matt Bower: provide suggestions for improving the manuscript. - Jens Siemon: support for the conception and design of the study, support for data collection, support for data analysis, especially database processing, review of manuscripts and providing advice.

Article 1 examines the effects of video tutorials on intrinsic, extraneous, and germane cognitive load. The study was conducted with 45 students in two vocational schools and one high school. The results found that video tutorials significantly reduced intrinsic cognitive load and increased germane cognitive load compared to traditional instruction. These results suggest that video tutorials facilitate deeper learning by optimizing cognitive resource allocation.

Article 2 compares cognitive load during video versus traditional classroom instruction using heart rate variability (HRV) measures, specifically the RMSSD indicator. The study, which surveyed 45 students from two vocational schools and one high school, showed that students experienced higher cognitive load during the developmental phase when using video tutorials. This increased cognitive load is associated with higher engagement and deeper processing of learning material.

Article 3 explores the dynamic relationship between student behavior and cognition through time-on-task and heart rate variability (HRV) data. An analysis of 45 students from two vocational schools and one high school found a significant negative correlation between time-on-task and HRV. In classrooms using videos, students’ cognitive changes were more stable. In contrast, students in traditional classrooms showed greater cognitive fluctuations.

The combined results of my three studies demonstrate the potential benefits of using video tutorials in traditional classrooms. The results showed that video tutorials can optimize cognitive load, increase student engagement, and potentially improve learning outcomes. However, there are some limitations, such as a small sample size, individual differences among participants, and insufficient control of variables. In future research these limitations should be solved, and video tutorials should be studied in more depth.