![]() Therefore, we need to explore the changes in cognitive load when students use videos to study through experimental research conducted during the pandemic. However, students are forced to adopt such unfamiliar method of learning online, which takes a lot of time and energy for them to get used to ( Jin et al., 2021 Lin et al., 2021). However, contrary to the findings of previous studies, the learning modes have been found to negatively change during the COVID-19 pandemic period ( Salta et al., 2021). Previous studies have also examined the influence of playback speed on the learning effect ( Pastore, 2010 Ritzhaupt et al., 2015). They found that online learning brought more cognitive load to students than offline learning ( Bradford, 2011 Skulmowski and Xu, 2021). In recent years, some scholars have explored the difference in cognitive load between online and traditional learning methods. Thus, students are required to adapt to the new online learning methods and environment with the support of new technology. Moreover, the post-pandemic period events led to the rapid promotion of online teaching and increased the students' online learning time ( Ferri et al., 2020). The highest learning effect is observed under medium cognitive load.Ĭurrently, the continuous emergence of online educational platforms and the abundant high-quality online learning resources have rendered diversified and up-to-date online instructional videos an indispensable part of the education system ( Cigdem, 2014 Bates, 2015). Accelerated playback speed increases the cognitive load of students. (4) A change in playback speed has a significant impact on the cognitive load. This indicates that the cognitive load of liberal arts students increased greatly at this speed. (3) The 1.5× speed showed significant differences in the learning effect by students' majors. High-level group students performed best at the speed of 1.5×, whereas low-level group students performed best at the speed of 1.25×. ![]() (2) The speed that affected the learning effect best differed according to the students' learning abilities. ![]() The best effect was observed at the speed of 1.25× and 1.5×. ![]() The study observed and analyzed how video playback speed affected students' learning and cognitive load to obtain the following results: (1) Video playback speed significantly influenced the students' learning effect. We recruited 76 undergraduates and randomly assigned them to four groups in which they will watch videos at four different kinds of speed (1.0× or 1.25× or 1.5× or 2× speed). Therefore, this study considers the CLT to explore the internal mechanism of learning under the online mode in an experimental study. Cognitive load theory (CLT) offers instructions to students considering the knowledge of human cognition. However, the mechanisms by which students receive and grasp knowledge in the online learning mode remain unknown.
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