Jung‐Kuei Hsieh, Hsiao‐Yun Huang, Chien Hsiang Liao
With the rise of online learning during the COVID-19 pandemic, self-regulated learning and remote teaching have received growing attention. This study analyzes students’ video-viewing behaviours using 720 learning records from a university’s online platform. The system tracks eight key behaviours: learning, rewinding, cognitive processing, concentration, resting, laziness, skipping content, and fast-forwarding. The study explores how these behaviours affect learning effectiveness, with a focus on the roles of cognitive processing and concentration. Results show that cognitive processing plays a more critical role than concentration, partially mediating most positive behaviours and fully mediating negative ones. Surprisingly, fast-forwarding, often viewed as a negative behaviour, has a positive impact on cognitive processing. This might because students skip familiar content and focus more deeply when encountering new information. These findings suggest that not all seemingly passive or negative behaviours hinder learning. Educators and platform designers should rethink assumptions about fast-forwarding, as it may signal strategic engagement rather than disengagement. Highlighting cognitive processing as a key mediator underscores the importance of designing content and platform features that encourage active mental involvement. These insights can enhance learning analytics, support self-regulated learning tools, and guide more effective instructional design in online education.