Akademik Veri Yönetim Sistemi
NEW REVIEW OF HYPERMEDIA AND MULTIMEDIA, 2026 (SCI-Expanded, Scopus)
Studies of instructional videos usually focus on the modalities in videos. This study aims to compare the effects of content type on video-watching behaviour, collected scores, and cognitive load levels. The study follows an explanatory mixed design, where 40 volunteer high-school students were assigned to interact with two videos (academic vs. non-academic). System logs, including quiz scores, screen recordings, and interview data, were used as data sources. The results indicated that interacting with non-academic content provided a more convenient learning experience with less frequent navigational elements. Similarly, learners spent a longer time on academic content. Moreover, trying again was the most frequent action, followed by backward, which was preferred to re-watch the related content before/after the quiz interaction. Although having the same design approach apart from the content, the learners found the academic content challenging. On the other hand, the quiz scores for non-academic content were higher than those for academic content. Finally, the reported cognitive load levels were not significantly different from each other. The overall findings point out that interactive videos might not guarantee satisfactory learning experiences because the content of the videos might influence certain patterns of video watching as well as the learning gains.