Cognitive engagement and video watching behaviours in learner-controlled environments: A cognitive load perspective

Research on video-based learning often relies on behavioural indicators to infer engagement, yet it remains unclear whether these behaviours reflect meaningful cognitive engagement or mere activity. To address this gap the present study analysed relationships between time-on-video, click frequency, playback speed manipulation, and learners’ intrinsic, extraneous, and germane cognitive load in a learner-controlled video environment (N = 96). Time-on-video and click frequency showed no associations with cognitive load, however, playback speed manipulation did. Slowing down videos was associated with lower intrinsic load, speeding up videos with higher germane load, and both forms of speed adjustment with lower extraneous load. The findings demonstrate how cognitive load theory can be used to interpret digital trace data to distinguish between behavioural activity and cognitively meaningful engagement. Researchers and practitioners should therefore interpret coarse indicators such as viewing time and click frequency with caution and give greater attention to pacing-related behaviours when using trace data.