JOURNAL OF COMPUTERS IN EDUCATION, vol.7, no.2, pp.155-182, 2020 (ESCI)
Previous research has studied the various influences of different educational video types and the contributions of educational videos to learning processes. This study aims to compare the cognitive loads, satisfaction levels, engagement, and academic achievements of open and distance learners depending on long-form, single-piece educational videos and modular presentation formats divided into small yet meaningful pieces. To this end, data were gathered from 214 learners using a trial with a post-test control group, with parametric tests and video analytics determining that modular educational videos divided into 11 meaningful parts reduced distance learners' cognitive loads and increased engagement in learning processes. Additionally, learners were more satisfied with learning from meaningfully partitioned videos and they displayed an average increase in academic achievement. The findings of this study provide important insight for open and distance learning institutions that are producers and designers of educational videos and suggest that flexible and interactive videos segmented into smaller meaningful units be preferred.