Effects of Cueing and Self-Explanation on Chemistry Video Learning Across Tasks with Different Cognitive Demands

Abstract Video-based instruction can support students’ understanding of abstract chemical concepts, but its effectiveness depends largely on the use of appropriate instructional strategies. This study examined the effects of cueing and self-explanation on chemistry video learning in terms of learning performance, intrinsic motivation, cognitive load, and visual attention. To examine whether these effects differed across chemistry learning tasks with different cognitive demands, two experiments were conducted. Experiment 1 employed a concept-knowing task, whereas Experiment 2 employed a knowled