Recently, instructional videos are widely being used in educational settings. Many researches have proposed the construction of video-based learning environments that reflect Cognitive Load Theory. In this study, we examined the effects of cognitive load induced by the speed of video playing in an interactive video-based learning environment. The experimental results showed that increasing or decreasing cognitive load affected the learners' selection of problem solving strategies, but did not provide learning effects. The results also indicated that learners showed adaptive behaviors for adjusting cognitive load depending on learning situations.
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