Application of Knowledge-based Short Videos in University Students’ Learning: Examination and Enhancement of Motivation, Goals, Strategies, and Achievements

In today’s world of accessible knowledge education, knowledge-based short videos have become a favored learning tool for many learners. However, the effectiveness of this learning method remains unclear, and research in the field of short video learning is still in its early stages and needs further exploration. This study surveyed 202 university students and conducted case analyses on 4 students to investigate the effects of self-determined motivation, goal orientation, self-regulated learning strategies, and cognitive academic achievements in the context of learning through knowledge-based short videos. The results indicate that students who use short videos for learning demonstrate a moderate level of self-determined motivation, while their goal orientation, self-regulated learning strategies, and cognitive academic achievements require improvement. Senior students exhibited better self-determined motivation and cognitive academic achievements compared to junior students. Additionally, an increase in self-determined motivation, self-regulated learning strategies, and cognitive academic achievements was observed with increased time spent watching short videos. It was found that a moderate viewing time of about 2 hours per day is associated with certain learning benefits, while excessive viewing time may result in the opposite effect. Based on these findings, the study concludes with learning recommendations aimed at optimizing the application of short video learning tools and providing insights for future research in this area.