Effects of Different Video Types about Procedural Knowledge on Cognitive Load, Learning Flow, and Performance

Instructional videos have been widely used in MOOCs. This study explores how four instructional videos about procedural knowledge affect cognitive load, learning flow and performance by using an experimental design with the recall test and transfer test, cognitive load questionnaire and learning flow questionnaire filled out. Results show that the type of words and pictures explaining with instructor and software procedure recording with instructor result in better learning performance than that of words and pictures explaining type and software procedure recording type. Additionally, cognitive load do not differ amongst the four video groups and the type of words and pictures explaining with instructor causes higher learning flow than words and pictures explaining type. Results of this study are helpful to those who involve in MOOCs resources construction, as well as teachers who need to develop micro-lecture resources.