Video Watching Time Does Not Equal Student Cognitive Engagement: A New Study by IOE Researchers
A new study by researchers from the International Laboratory of Research and Design in elearning suggests that the answer is more complicated. Anna Gorbunova, Aleksandra Getman, Kseniya Adamovich, Jamie Costley and Alexander Savelyev (from the HSE Faculty of Law), analysed which student behaviours during video-based learning are associated with different aspects of cognitive load, and which only reflect surface-level interaction. Their article, “Cognitive Engagement and Video Watching Behaviours in Learner-Controlled Environments: A Cognitive Load Perspective,” was published in Innovations in Education and Teaching International.
The researchers examined data from 96 Master's students who watched educational videos as part of a law course. They compared various types of learner behaviour, such as time spent watching videos, click frequency and changes in playback speed, with students’ cognitive load while studying the material.
The results showed that viewing time and click frequency did not reflect the mental effort students were investing in learning. Students may spend more time watching a video or repeatedly interact with the player for many reasons unrelated to active processing of the content. Playback speed adjustments, however, provided a much clearer picture. Unlike simple clicks, changing the speed of a video indicates learners’ attempts to control the pace of learning.
Slowing down videos helped students to manage the more complex parts of the material by reducing the mental effort required to process difficult information. Increasing the speed was associated with deeper processing of the content, suggesting that students used faster playback to move through familiar or less demanding parts while maintaining focus. Both types of speed adjustment also helped to reduce extraneous cognitive load.
The findings show that digital learning data should be interpreted carefully. While basic indicators such as viewing time and click frequency may demonstrate activity, they do not necessarily capture meaningful engagement.
The researchers argue that educators should pay closer attention to pacing-related behaviours, such as adjusting the playback speed, pausing and revisiting key moments, as these actions provide a more accurate picture of how students interact with learning materials.