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). One way students might effectively manage extraneous load is through specific video lecture viewing strategies to control the flow of information. Extant research provides conflicting perspectives regarding the role of viewing strategies within video lectures in improving learning. 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. The results showed that viewing strategies mediated the relationship between extraneous load and germane load. 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.

理想情况下，应该以减少对学习无用的信息处理（过度负荷）并增加对学习有帮助的认知处理（德语负荷）的方式来交付指令。学生可以有效管理多余负载的一种方法是通过特定的视频讲座观看策略来控制信息流。关于视频教学中的观看策略在改善学习中的作用，现有的研究提供了相互矛盾的观点。这项研究分析了一组在韩国参加在线课程的大学生（n = 2012）的调查回答，并研究了视频讲座观看策略对外来负载和德语负载之间关系的中介作用。结果表明，观看策略介导了外来负载与锗烷负载之间的关系。当将观看策略添加到模型中时，外部负载和锗烷负载之间的较大负相关关系将反转为较小的正关系，这表明，通过采用特定的观看策略来学习，学生可以大大缓解外部负载与锗烷负载之间的负相关关系。更好地了解内容。