


































Communication, Society and Media 
ISSN 2576-5388 (Print) ISSN 2576-5396 (Online) 

Vol. 7, No. 2, 2024 

www.scholink.org/ojs/index.php/csm 

170 

 

Original Paper 

Application of Knowledge-based Short Videos in University 

Students’ Learning: Examination and Enhancement of 

Motivation, Goals, Strategies, and Achievements 

Baiyan Du
1
, Yuege Lai

1*
, Jun Cheng

1
, & Xiuhua Yi

2
 

1 
College of Teacher Education, Quzhou University, Quzhou, 324003, Zhejiang, China 

2 
College of Music, Hubei Normal University, Huangshi, 435002, Hubei, China 

* 
Corresponding author: Yuege Lai, 32073@qzc.edu.cn 

 

Received: July 31, 2024        Accepted: August 16, 2024        Online Published: August 29, 2024 

doi:10.22158/csm.v7n2p170                     URL: http://dx.doi.org/10.22158/csm.v7n2p170 

 

Abstract 

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. 

Keywords 

short video learners, self-determined motivation, goal orientation, self-regulated learning strategies, 

cognitive academic achievement 



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1. Introduction 

With the development of mobile internet and social media, short videos have emerged as a new form of 

communication, attracting widespread attention. The concept of short videos first appeared in 2011 

with the Viddy app, allowing users to create and share short videos on social networks. This feature 

was later adopted by Instagram (Zou, 2022). In 2018, platforms like TikTok, BiliBili, and YouKu 

introduced short video content in the Chinese market (Sijia, 2019; Zhao & Ma, 2020; Ki & Kyoung, 

2011). Especially after the outbreak of the COVID-19 pandemic in 2019, the modes of information 

dissemination diversified (Ren, 2023; Zhang, Lucas, & Pedro, 2022). The content of short videos 

expanded beyond entertainment, advertising, music, animation, and film to include knowledge-based 

videos (Zou, 2022). Knowledge-based short videos are multimedia content that conveys specific 

knowledge or information to viewers through short video clips, usually lasting between 1 and 10 

minutes (Fei & Koo, 2020; Zou, 2022; Zhao & Ma, 2020). The primary purpose of these videos is to 

highlight key information and enhance viewers’ understanding of a specific field or topic through 

concise, engaging, and visual content. Viewers can also interact with the video content by commenting, 

liking, sharing, or joining groups, thus increasing engagement and feedback mechanisms (Wang, 2021). 

Since the emergence of knowledge-based short videos, some researchers have begun to focus on the 

learning outcomes associated with this tool. Ren (2023) confirmed that English learners improved their 

speaking accuracy and fluency by learning through English knowledge-based short videos. Wu (2022) 

found that dance learners’ motivation to learn dance was effectively enhanced after learning through 

dance content in short videos. These effects were reflected in aspects such as knowledge acquisition, 

material pursuit, achievement orientation, and engagement. Wang (2023) similarly verified that 

knowledge-based short videos could increase students’ interest in learning chemistry and help them 

develop the process of processing chemical knowledge information. Meanwhile, some views suggest 

that learning through short videos poses challenges. For example, the quality of courses in 

knowledge-based short videos varies. Learners without clear goals may lack in-depth learning 

behaviors regarding the content, and the focus on single, concentrated knowledge in short videos may 

lead to a lack of systematic understanding of the knowledge structure. If the video content contains 

misleading information, it can also affect learners’ cognition (Gao, 2023; Siyu, Xinchen, Jingtong, 

Jiahao, & Zhen, 2020; Peng, Li, Tan, & Wang, 2024). Given these concerns, the learning effectiveness 

of short videos remains to be further explained. 

Some studies have provided recommendations for enhancing learners’ academic achievement through 

knowledge-based short videos. Wang and Zhang (2022) suggested that short videos can be viewed as 

tools to spark interest in learning a particular field. Learners should purposefully and autonomously 

choose to watch high-quality knowledge-based short videos and integrate, understand, and apply the 

knowledge points through independent deep thinking to truly master the knowledge and build a 



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knowledge system. Wang and Xiang (2022) recommended that learners improve their literacy in using 

short video media, apply efficient learning methods and strategies, and create a learning atmosphere 

guided by a rigorous and pragmatic approach. Wang (2021) pointed out that short video learning is 

closely related to learners’ learning conditions, cognitive foundation, resource presentation types, and 

online interpersonal interactions. Learners demonstrate continuity, cross-contextuality, improvisation, 

and interaction expectations in their online learning behaviors. Therefore, short video learning should 

provide appropriate learning support, enhance the expansion of learning resources, and improve the 

learning experience. Gou, Chen, and Yang (2022), from the perspective of microlearning theory, 

suggested that instructional content should be divided into interrelated yet independent knowledge units, 

supporting learners in utilizing fragmented time for learning. They advocated that educational short 

video design should guide students through cognitive processes such as discovery, conceptualization, 

decision-making, induction, and evaluation, thereby fostering good learning experiences and 

motivating students’ desire for knowledge and interest through vivid and engaging content narratives to 

achieve the goal of learning through entertainment and improve learning outcomes. 

The aforementioned perspectives and the principles of autonomy and self-determination in 

self-determined motivation theory (Wang & Zhang, 2022; Wang & Xiang, 2022), learning goals (Wang 

& Zhang, 2022; Gou, Chen, & Yang, 2022), and self-regulated learning strategies (Wang & Zhang, 

2022; Wang & Xiang, 2022; Wang, 2021; Gou, Chen, & Yang, 2022), as well as the viewpoints on 

enhancing academic achievement (Wang & Zhang, 2022; Wang & Xiang, 2022; Gou, Chen, & Yang, 

2022), are potentially related. These factors represent the foundational prerequisites, process control, 

and outcomes of learning through knowledge-based short videos. By observing the effectiveness of 

short video learning through this complete path, we can further explain the effectiveness of 

knowledge-based short video learning. Currently, research on knowledge-based short video learning is 

still in its early stages, and empirical studies are relatively lacking. Therefore, this study examines the 

self-determined motivation, goal orientation, self-regulated learning strategies, and cognitive academic 

achievements in short video learning through surveys and case analysis. The study aims to expand the 

theoretical foundation in this field and provide practical value in enhancing the learning efficiency of 

short video learners. 

 

2. Theoretical Background 

2.1 Self-Determination Motivation 

Self-determination theory is one of the most comprehensive and empirically supported theories of 

intrinsic motivation in the field of psychology (Akhasbi, Belghini, & Riyami, 2021). Initially, it 

emerged from the combination and systematization of organic integration theory and Deci’s (1975) 

cognitive evaluation theory, exploring the tendency for internal organization and overall self-regulation, 



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as well as the integration between the self and others from an organic dialectical perspective. The 

complementary relationship between these two tendencies is essential for healthy development (Ryan 

& Deci, 2002). Self-determination motivation aims to distinguish between autonomous intention and 

controlled intention, focusing on the extent to which individual behavior is self-determined. It is a 

theory that explains human motivation on a continuum from autonomy to control. On one end of the 

continuum, behavior is freely chosen by the individual, representing intrinsic motivation, while on the 

other end, behavior is driven by compulsion or external control, representing extrinsic motivation 

(Salikhova, Lynch, & Salikhova, 2020; Choi, 2022). Most studies have found that self-determination is 

associated with positive psychological functioning; when self-determination is strong, it signifies 

positive individual performance, whereas weak self-determination is associated with motivational 

negativity (Jeon, 2017; Vallerand, 1997). 

Online learners typically possess a certain degree of autonomy, allowing them to study according to 

their own schedule and pace. If learners have strong self-determination motivation, they are likely to 

show higher engagement, satisfaction, and learning outcomes in online learning, thereby maintaining 

consistent and effective learning behavior (Li, 2023). Unlike traditional learning environments, the 

maintenance of online learning behavior relies more on intrinsic motivation rather than external 

supervision and constraints. Knowledge-based short video learning falls under the category of online 

learning, similar to general online video courses in that it involves one-way content delivery while also 

allowing interaction with other learners or video creators. It covers a wide range of learning resources 

and content, meeting diverse learning needs. However, short videos are characterized by greater 

flexibility and convenience, enabling people to learn during fragmented moments of daily life. This 

feature aligns with the demand for quick information intake in today’s “fast-food culture” (Sijia, 2019; 

Michael, 2010). The content of short videos tends to be concise, focusing on key knowledge points. For 

learners, insufficient self-determination motivation when using short videos may indicate a reliance on 

passive knowledge intake, an inability to customize learning paths according to personal needs and 

interests, poor learning efficiency, and a suboptimal learning experience. Therefore, whether short 

video learning supports learners’ self-determined learning motivation remains to be explained. 

2.2 Goal Orientation 

The concept of goal orientation developed in the 1980s, based on achievement motivation theory, and is 

defined as an individual’s belief about the purpose of their behavior and the reasons for engaging in it 

(Ames, 1992; Reeve, 2014). Goal orientation is broadly divided into mastery goal orientation and 

performance goal orientation. Individuals with mastery goal orientation focus on the learning process 

itself and adopt strategies to improve their abilities with a positive attitude. Even if they experience 

failure, they will reflect on the reasons for the failure and analyze the next steps for improvement and 

direction of effort (Ames, 1992). On the other hand, individuals with performance goal orientation see 



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learning as a means to an end, achieving normatively defined success through external recognition and 

evaluation, and it is strongly related to extrinsic motivation (Ames, 1992; Nicholls, 1989). Learners 

with high performance goals tend to avoid challenging tasks and adopt short-term learning strategies. If 

they fail to achieve their goals, they may experience negative emotions, while success with minimal 

effort leads to positive emotions (Meece & Blumenfeld, 1988). 

Existing research has explored the relationship between achievement goals, suggesting that 

performance goal orientation does not always lead to negative outcomes, and individuals who possess 

both mastery and performance orientations may achieve better results (Barron & Harackiewicz, 2001). 

In the context of online learning, where freedom and flexibility are emphasized, students are also 

required to adjust their learning strategies and methods through multiple goal orientations to support 

their learning behavior (Heilporn, Lakhal, & Bélisle, 2023; Yeh, Kwok, Chien, Sweany, Baek, & 

McIntosh, 2019; Zhou, Wang, 2019). As a convenient and flexible online learning tool, short videos 

also require multiple goal orientations to enhance the learning experience and promote learning 

outcomes. Individuals with low goal desire may be more susceptible to distractions from other short 

video content or struggle to focus during short video learning, lacking a clear learning plan, and using 

excessive ineffective learning time. This may lead to low learning efficiency, difficulty in applying 

acquired knowledge, and further decrease in autonomy and positivity in short video learning (Gao & 

Xiao, 2022; Gao, 2023; Shan, 2023; Zou, 2022; Cardamone et al., 2023; Ting, Lai, Yong, Subramaniam, 

& Dollery, 2020). 

2.3 Self-Regulated Learning Strategies 

Self-regulated learning refers to the ability of learners to control and regulate their learning behavior to 

achieve their goals, actively engaging in the learning process through metacognitive, motivational, and 

behavioral strategies (Zimmerman, 1986, 1989). Self-regulated learning emphasizes the control and 

regulation of oneself during the learning process to achieve academic success, viewing learners as the 

object of regulation and management, capable of controlling their learning process (Pintrich & De 

Groot, 1990; Zimmerman & Martinez-Pons, 1986). Some argue that self-regulated learning has a 

greater impact on academic achievement than instructional effectiveness (Kim, 2018). Different views 

exist on the definition of self-regulated learning, with Corno and Mandinach (1983) defining it as a 

series of learning strategies used by learners in acquiring classroom knowledge, or specific cognitive 

activities undertaken to complete learning tasks. Bandura (1977) described self-regulated learning as 

the process by which learners become the subject of their learning activities, setting learning goals, 

diagnosing learning motivations, managing the resources needed for learning, and making decisions 

and taking action throughout the learning process. Based on these viewpoints, this study integrates the 

cognitive and motivational aspects of self-regulated learning, considering the individual as the subject 

of decision-making and action throughout the learning process, capable of judging learning goals and 



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motivations and managing resources accordingly. 

Compared to traditional learning, online learning requires learners to independently schedule their 

study time and progress while managing diverse learning resources and environmental distractions. 

Individuals using short videos for learning may face similar constraints. Therefore, self-regulation 

strategies are particularly important in a highly flexible learning environment for filtering resources, 

maintaining focus, managing self-discipline, and setting personalized learning goals. These processes 

require constant adjustment of learning methods through self-assessment and reflection (Gao & Xiao, 

2022; Anique, Ellen, Jill, & Andries, 2017). For instance, Wang and Zhang (2024) suggest that learners 

should purposefully select high-quality content, use short videos as auxiliary learning tools, and 

integrate knowledge points to form a complete knowledge system. Combining short video learning 

with other forms of learning can achieve an effective process of information intake. Ting, Lai, Yong, 

Subramaniam, and Dollery (2020) suggest that learners using short videos for learning could benefit 

from a structured knowledge framework to facilitate deep learning and build systematic knowledge 

connections. Although existing research offers insights into strategies for optimizing learning 

effectiveness with short videos, it remains necessary to comprehensively examine and explain 

self-regulated learning strategies as a factor influencing the effectiveness of short video learning. 

2.4 Cognitive Academic Achievement 

Academic achievement refers to the degree to which educational goals are met and is often used as an 

indicator of changes in learners’ cognition (Hyo, 2021). In learning contexts, achievement can be 

measured through exam scores and credits. However, quantifying cognitive gains across multiple 

subjects can be challenging, making it difficult to objectively assess learners’ academic performance. 

When these issues arise, cognitive academic achievement can be used for measurement instead of 

actual grades (Hwang, 2017). Additionally, the results of learners’ self-assessed cognitive academic 

achievement are highly correlated with actual learning outcomes, maintaining consistency with 

traditional measures of academic performance (Chesebro & McCroskey, 2000; Top, 2012; Metcalfe, 

2009). Even when similar items are used in self-report questionnaires, internal consistency yields 

relatively objective results (Hwang, 2018). Therefore, this study uses cognitive academic achievement 

as a proxy for academic achievement to assess learning effectiveness. As COVID-19 has led to a shift 

from offline to online teaching, the integration of teaching and media has rapidly developed. 

Researchers have increasingly focused on how online learning environments can enhance academic 

achievement, particularly with the inclusion of knowledge-based short videos in educational content, 

which has changed conventional learning methods (Wang & Zeng, 2022). Although some researchers 

have demonstrated the significant effects of short videos on academic achievement (Ting, Lai, Yong, 

Subramaniam, & Dollery, 2020; Ren, 2023; Zou, 2022), they also highlight the need for specific 

learning process controls and strategies to enhance the effectiveness of short video learning. However, 



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further research is needed to comprehensively assess the general conditions and universal strategies of 

academic achievement in knowledge-based short video learning. 

 

3. Research Methods 

3.1 Survey Participants and Questionnaire Composition 

 

Table 1. Demographic Characteristics of Survey Participants 

Component Number Ratio 

Gender 
Male 90 44.6% 

Female 112 55.4% 

Grade Level 
Lower Grade (1st and 2nd year) 106 52.5% 

Upper Grade (3rd and 4th year) 96 47.5% 

Preferred Length of 

Knowledge-based 

< 5 minutes 79 39.1% 

5-10 minutes 82 40.6% 

> 10 minutes 41 20.3% 

Total Daily 

Viewing Time for 

Knowledge-based 

Short Videos 

< 1 hour 85 42.1% 

1-2 hours 65 32.2% 

> 2 hours 52 25.7% 

Total 202 100% 

 

This study collected questionnaires using the Questionnaire Star app between July and August 2024. 

Before answering the questionnaire, participants were informed of the study’s objectives and target 

audience. A total of 202 questionnaires were collected and analyzed using SPSS 25.0. The demographic 

information is presented in Table 1. Among the respondents, 90 were male (44.6%) and 112 were 

female (55.4%). Regarding academic standing, 106 were lower-grade students (52.5%), and 96 were 

upper-grade students (47.5%). The preferred length of time for watching knowledge-based short videos 

was under 5 minutes for 79 respondents (39.1%), 5-10 minutes for 82 respondents (40.6%), and more 

than 10 minutes for 41 respondents (20.3%). The total daily time spent watching knowledge-based 

short videos was less than 1 hour for 85 respondents (42.1%), 1-2 hours for 65 respondents (32.2%), 

and more than 2 hours for 52 respondents (25.7%). 

 

 

 

 



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Table 2. Composition of Research Instruments 

Component Number of Items Cronbach α 

Self-Determination 

Motivation 

Identified Regulation 

Motivation 
6 

11 
0.828 

0.883 

Intrinsic Motivation 5 0.836 

Goal Orientation Mastery Goal Orientation 5 

10 

0.942 

0.932 Performance Goal 

Orientation 
5 0.939 

Self-Regulated Learning 

Strategies 

Cognitive Strategies 17 
27 

0.908 
0.895 

Metacognitive Strategies 10 0.835 

Cognitive Academic Achievement 5 0.983 

 

Additionally, this study examined the reliability of the instruments used for assessing the main 

variables, as shown in Table 2. All measurement tools utilized a 5-point Likert scale. The 

self-determination motivation scale, derived from Jeon’s (2017) research, was used as the instrument 

for this study, comprising 11 items, including 2 sub-factors. Identified regulation motivation consisted 

of 6 items, with a Cronbach’s α of 0.828, and intrinsic motivation consisted of 5 items, with a 

Cronbach’s α of 0.836. The content included statements like “Learning is a very interesting thing”, 

“When I study and find something interesting, I become fully engrossed”, and “I feel happy when I 

master knowledge that I didn’t know before”. The goal orientation scale from Seon’s (2011) research 

was used, with a Cronbach’s α of 0.932, including 10 items. Mastery goal orientation consisted of 5 

items, with a Cronbach’s α of 0.942, and performance goal orientation consisted of 5 items, with a 

Cronbach’s α of 0.939. The content covered statements like “I care about whether I can learn new 

things”, “When studying, I try to learn as much as possible”, and “My goal is to learn many new study 

methods”. The self-regulated learning strategies scale from Yang’s (2000) research was used, with 27 

items in total, including 17 items for cognitive strategies (Cronbach’s α of 0.908) and 10 items for 

metacognitive strategies (Cronbach’s α of 0.835). Items included statements like “I try to demonstrate 

what I’ve learned”, “I try to remember as much as possible”, and “After studying, I review what I’ve 

learned repeatedly”. Cognitive academic achievement was measured using Ji’s (2018) scale, which 

included 5 items, such as “I believe I will learn more through knowledge-based short video courses” 

and “My understanding of certain subjects has become clearer through short video courses”, with a 

Cronbach’s α of 0.983 in this study. 

3.2 Case Study Participants and Interview Content Composition 

 

 



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Table 3. Characteristics of Case Study Participants 

Participant Grade Gender Number of Interviews 

Student A 1st year Male 4 

Student B 2nd year Female 4 

Student C 3rd year Male 4 

Student D 4th year Female 4 

 

To gain an in-depth understanding of the impact of knowledge-based short video learning on university 

students’ self-determination motivation, goal orientation, self-regulated learning strategies, and 

cognitive academic achievement, this study conducted four in-depth interviews as shown in Table 3. To 

ensure the broadness and representativeness of the study participants, four students of different grades 

and genders were selected from the group who participated in the survey for case study interviews, as 

shown in Table 3. During the interviews, mobile devices and Word were used to record the content and 

key points in real-time for subsequent organization. The case study interviews were conducted from 

July to August 2024, involving 2 male students and 2 female students, each from a different year of 

study. 

The themes and key factors explored in the four interviews were based on the self-determination 

motivation scale from Jeon (2017), which includes the factors of identified regulation motivation and 

intrinsic motivation; the goal orientation scale from Seon (2011), which includes the key factors of 

performance goals and mastery goals; the self-regulated learning strategies scale from Yang (2000), 

which includes cognitive strategies and metacognitive learning strategies; and the cognitive academic 

achievement scale from Ji (2018), which includes the key factor of cognitive academic achievement. 

The theme of the first interview was self-determination motivation as shown in Table 4. The core 

questions included “Why did you choose to use knowledge-based short videos for learning?”, “What 

kind of content in knowledge-based short videos interests you the most?”, and “How do you feel when 

you learn new knowledge or solve problems through short videos?”, focusing on the key factors of 

identified regulation motivation and intrinsic motivation. These questions were designed to deeply 

understand the sources of motivation and points of interest for students when using knowledge-based 

short videos for learning, and to explore their emotional responses when mastering new knowledge and 

solving problems, thereby analyzing the impact of short video learning on students’ self-determination 

motivation. 

 

 

 

 



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Table 4. Composition of Case Study Interview Content 

Participant  
Interview 

Number 
Interview Theme Core Questions 

Key Factors 

Explored 

Student A 

Student B 

Student C 

Student D 

1st 

Interview 

Self-Determination 

Motivation 

Why did you choose to use 

knowledge-based short videos for 

learning? What kind of content in 

knowledge-based short videos 

interests you the most? How do you 

feel when you learn new 

knowledge or solve problems 

through short videos? How long do 

you spend watching short videos 

daily? 

Identified 

Regulation 

Motivation; 

Intrinsic 

Motivation 

2nd 

Interview 
Goal Orientation 

Do you set specific learning goals 

when watching short videos? How 

do you evaluate your progress in 

short video learning? Do you 

consider others’ opinions while 

learning through short videos? 

Performance 

Goals; 

Mastery Goals 

3rd 

Interview 

Self-Regulated 

Learning Strategies 

What methods do you use to help 

remember and understand content 

while learning through short 

videos? How do you schedule and 

manage your short video learning 

time and plan? How do you 

monitor and adjust your learning 

strategies during the learning 

process? 

Cognitive 

Strategies; 

Metacognitive 

Learning 

Strategies 

4th 

Interview 

Cognitive 

Academic 

Achievement 

What specific knowledge have you 

gained through short video 

learning? In which subjects or areas 

has your understanding improved 

through short video learning? How 

has short video learning contributed 

to your academic performance? 

Cognitive 

Academic 

Achievement 



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The theme of the second interview was goal orientation. The core questions included “Do you set 

specific learning goals when watching knowledge-based short videos?”, “How do you evaluate your 

progress in short video learning?”, and “Do you care about others’ opinions when learning through 

short videos?”, focusing on the key factors of performance goals and mastery goals. These questions 

aimed to understand how students set goals and evaluate themselves during short video learning and 

how they perceive others’ opinions on their learning behavior, thereby analyzing the impact of short 

video learning on students’ goal orientation. 

The theme of the third interview was self-regulated learning strategies. The core questions included 

“What methods do you use to help remember and understand content when using knowledge-based 

short videos for learning?”, “How do you schedule and manage your short video learning time and 

plan?”, and “How do you monitor and adjust your learning strategies during the learning process?”, 

focusing on the key factors of cognitive strategies and metacognitive learning strategies. These 

questions were designed to explore the specific learning methods and strategies that students use when 

learning through knowledge-based short videos, including how they plan and manage their study time 

and how they monitor and adjust their strategies during the learning process to improve learning 

outcomes. 

The theme of the fourth interview was cognitive academic achievement. The core questions included 

“What specific knowledge have you gained through knowledge-based short video learning?”, “In 

which subjects or areas has your understanding improved through short video learning?”, and “How 

has knowledge-based short video learning contributed to your academic performance?”, focusing on 

the key factor of cognitive academic achievement. These questions were designed to assess the specific 

knowledge and skills that students have gained through knowledge-based short video learning, and the 

impact of this learning on their academic performance and subject understanding, to analyze the 

contribution of short video learning to students’ cognitive academic achievement and their 

self-assessment of learning outcomes. 

 

4. Results 

4.1 Basic Information of Survey Participants 

Given that the tools used in this study are mature scales from previous research, and to avoid the 

complexity of measurement analysis caused by examining too many factors, this study followed the 

approach of Mathieu and Farr (1991) by synthesizing and packaging the sub-factors of self-determined 

motivation, goal orientation, self-regulated learning strategies, and cognitive academic achievement to 

examine the overall levels of these factors and the differences across various demographic variables. 

Descriptive statistics, including mean, standard deviation, kurtosis, and skewness, were used to 

understand the general situation of self-determined motivation, goal orientation, self-regulated learning 



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strategies, and cognitive academic achievement, as well as the fulfillment of the conditions for a 

normal distribution. Self-determined motivation had a mean (M) of 3.07, goal orientation had a mean 

of 2.63, self-regulated learning strategies had a mean of 2.47, and cognitive academic achievement had 

a mean of 2.55. The specific data are shown in Table 5, where the kurtosis and skewness of each 

variable fall within the range of -2 to 2, indicating a normal distribution (Nadarajah, 2011). 

 

Table 5. Descriptive Statistics of Survey Participants by Variable (N=202) 

Actor Mean Standard Deviation Kurtosis Skewness 

Self-Determined Motivation 3.07 0.58 1.231 -0.985 

Goal Orientation 2.63 0.87 0.853 1.119 

Self-Regulated Learning Strategies 2.47 0.54 -0.674 0.043 

Cognitive Academic Achievement 2.55 1.07 -1.210 -0.097 

 

To analyze the differences in self-determined motivation, goal orientation, self-regulated learning 

strategies, and cognitive academic achievement, a factor analysis of variance was conducted, as shown 

in Table 6. First, no statistically significant differences were found across variables based on gender (p 

> 0.5). Second, regarding grade level differences, both self-determined motivation (t = -11.786) and 

cognitive academic achievement (t = -6.901) were statistically significant. Senior students 

demonstrated higher levels of self-determined motivation (M = 3.45) and cognitive academic 

achievement (M = 3.04) compared to junior students, whose levels were M = 2.71 and M = 2.11, 

respectively. Goal orientation and self-regulated learning strategies were not significant (p > 0.5). 

In the category of preferred short video duration, significant differences were observed in 

self-determined motivation (F = 77.314), goal orientation (F = 4.685), and cognitive academic 

achievement (F = 15.583). Students who preferred watching knowledge-based short videos for more 

than 10 minutes had higher levels of self-determined motivation (M = 3.53), goal orientation (M = 

2.86), and cognitive academic achievement (M = 3.15). Those who preferred watching for 5-10 

minutes had corresponding means of M = 3.28, M = 2.41, and M = 2.68, while those who preferred 

watching for less than 5 minutes had means of M = 2.6, M = 2.74, and M = 2.12, respectively. Thus, 

students who preferred watching knowledge-based short videos for more than 10 minutes performed 

better in self-determined motivation, goal orientation, and cognitive academic achievement compared 

to other groups. 

 

 

 

 



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Table 6. Differences in Self-Determined Motivation, Goal Orientation, Self-Regulated Learning 

Strategies, and Cognitive Academic Achievement among Participants 

Component 
Self-Determined 

Motivation 

Goal 

Orientation 

Self-Regulated 

Learning 

Strategies 

Cognitive 

Academic 

Achievement 

Gender 

(M±SD) 

Male(N=90) 3.09±0.52 2.6±0.82 2.47±0.55 2.52±1.07 

Female(N=112) 3.04±0.63 2.65±0.92 2.46±0.54 2.58±1.07 

t 0.595 -0.442 0.152 -0.425 

p 0.553 0.659 0.880 0.671 

Grade 

(M±SD) 

Junior(N=106) 2.71±0.5 2.7±1.06 2.47±0.5 2.11±0.93 

Senior(N=96) 3.45±0.39 2.55±0.6 2.46±0.59 3.04±1 

t -11.786 1.328 0.095 -6.901 

p <0.001 0.186 0.924 <0.001 

Preferred 

Short Video 

Duration 

(M±SD) 

<5 minutes 

(N=79) 
2.6±0.55 2.74±1.02 2.41±0.62 2.12±0.93 

5-10 minutes 

(N=82) 
3.28±0.2 2.41±0.61 2.5±0.49 2.68±1.1 

>10 minutes 

(N=41) 
3.53±0.54 2.86±0.93 2.52±0.47 3.15±0.9 

F 77.314 4.685 0.751 15.583 

p <0.001 0.010 0.473 <0.001 

Total Daily 

Viewing 

Time of 

Knowledge-

based Short 

Videos 

(M±SD) 

< 1 hour 

(N=85) 
2.96±0.73 3.4±0.8 2.47±0.55 2.47±1.18 

1-2 hour 

(N=65) 
3.28±0.36 2.27±0.18 2.55±0.56 2.85±0.93 

>2 hour 

(N=52) 
2.97±0.44 1.81±0.27 2.37±0.5 2.32±0.96 

F 6.854 158.564 1.504 4.036 

p <0.001 <0.001 0.225 0.019 

 

Regarding the total daily viewing time of knowledge-based short videos, significant differences were 

found in self-determined motivation (F = 6.854), goal orientation (F = 158.564), and cognitive 

academic achievement (F = 4.036), while self-regulated learning strategies showed no significant 

differences (p > 0.5). Students who watched knowledge-based short videos for more than 2 hours daily 



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had self-determined motivation (M = 2.97), goal orientation (M = 1.81), and cognitive academic 

achievement (M = 2.32), while those who watched for 1-2 hours had corresponding means of M = 3.28, 

M = 2.27, and M = 2.85. Students who watched for less than 1 hour had self-determined motivation (M 

= 2.96), goal orientation (M = 3.4), and cognitive academic achievement (M = 2.47). These results 

suggest that students who watch knowledge-based short videos for less than 1 hour daily exhibit higher 

goal orientation, while those who watch for 1-2 hours demonstrate relatively better self-determined 

motivation and cognitive academic achievement compared to other groups. 

4.2 In-depth Interview Analysis on Self-Determination Motivation, Goal Orientation, Self-Regulated 

Learning Strategies, and Cognitive Academic Achievement 

After coding the content from the four in-depth interviews, it was found that regarding self-determined 

motivation, Student A believed that knowledge-based short videos, with their short duration and rich 

content, are suitable for learning during fragmented time. They watch for about one hour daily, 

reflecting low self-determined motivation as shown in Table 7. Student B preferred using short videos 

to access diverse learning resources, allowing for learning anytime and anywhere during their spare 

time. They watched for 1-2 hours daily, indicating some flexibility and low motivation levels. Student 

C required a large amount of high-quality learning content, which short videos provided, watching for 

more than 2 hours daily, demonstrating strong self-determined motivation typical of senior students. 

Student D found the flexible learning method of short videos particularly helpful for preparing for 

exams and completing assignments, watching for 1-2 hours daily, reflecting high motivation among 

senior students for flexible learning methods. 

In terms of goal orientation, Student A typically set specific learning goals and conducted 

self-assessments upon completion, showing clear performance and mastery goals. Student B used short 

videos mainly for focused review before exams and did not set long-term learning plans, indicating 

unclear goal setting and a tendency towards ad-hoc learning. Student C made detailed learning plans 

based on course content at the beginning of each semester, with short videos helping them quickly 

grasp abstract concepts. They regularly evaluated their learning progress, showcasing clear long-term 

goal setting and systematic self-assessment. Student D occasionally used short videos to help 

understand difficult classroom concepts but rarely made learning plans, lacking specific goals and 

regular evaluations. 

In terms of self-regulated learning strategies, Student A used short videos for preview and review, 

employing dual visual and auditory stimulation to aid memory retention and conducting regular 

self-assessments. Student B used short videos to quickly grasp new knowledge, especially for exam 

review, but mainly relied on ad-hoc self-assessment. Student C combined short videos with other 

learning materials, such as textbooks and notes, to fully understand course content and performed 

systematic self-assessments. Student D preferred using videos to learn new concepts but rarely 



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combined them with other resources, mainly using them for understanding basic knowledge, and 

seldom conducted systematic self-assessments. 

In terms of cognitive academic achievement, both Student A and Student C believe that short videos 

greatly assist in understanding complex concepts and preparing for exams, thereby enhancing their 

academic performance and learning outcomes. Student A feels that short videos effectively improved 

their academic achievement, while Student C combined short videos with traditional learning methods 

to boost learning efficiency and course grades. Although Students B and D believe that short videos are 

helpful in mastering exam content and understanding new knowledge, they think that more time is 

needed to consolidate and deepen their learning. Student B showed improvement in exam scores, while 

Student D needs to further deepen their understanding and application through other means. 

 

Table 7. Interview Coding Table 

1st Interview 

Component Student A Student B Student C Student D 

Self-Determined 

Motivation 

 

“I find 

knowledge-based 

short videos to be 

short and 

content-rich, making 

them suitable for 

learning during 

fragmented time. 

However, I 

sometimes rely on 

short videos rather 

than actively seeking 

more in-depth 

learning materials. I 

watch about 1 hour of 

educational short 

videos daily”. 

“I enjoy learning 

through short 

videos because 

they provide 

diverse learning 

resources. 

However, I usually 

need extra 

motivation to 

watch them daily. 

Although 

convenient, short 

videos can also 

easily distract me. 

I watch about 1-2 

hours of 

educational short 

videos daily”. 

“I need a large 

amount of learning 

content, and 

knowledge-based 

short videos quickly 

provide high-quality 

information that 

meets my learning 

needs. I actively 

choose and filter 

high-quality short 

videos for learning. 

I watch over 2 hours 

of educational short 

videos daily”. 

“The flexibility 

of short video 

learning allows 

me to acquire a 

lot of useful 

information in a 

limited time, 

especially when 

preparing for 

exams and 

completing 

assignments. I 

actively select 

suitable short 

videos based on 

learning needs. I 

watch about 1-2 

hours of 

educational short 

videos daily”. 

Identified Recognizes the Recognizes the Recognizes the Recognizes the 



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Regulation 

Motivation 

 

advantage of short 

videos for fragmented 

time learning but 

relies on them 

value of short 

videos in providing 

diverse learning 

resources but 

needs additional 

motivation 

benefit of 

high-quality short 

videos in meeting 

large content needs 

and actively selects 

and filters 

high-quality short 

videos 

help of short 

videos in exam 

preparation and 

completing 

assignments, and 

actively selects 

suitable short 

videos based on 

needs 

Intrinsic 

Motivation 

Interest in the content 

and convenience of 

short videos 

Interest in diverse 

learning resources 

and enjoyment 

Need for 

high-quality 

information and 

satisfaction in 

meeting learning 

needs 

Interest in 

flexible learning 

methods and 

satisfaction in 

acquiring a lot of 

information in 

limited time 

2nd Interview 

Goal Orientation 

 

“I set specific 

learning goals when 

watching 

knowledge-based 

short videos and 

conduct 

self-assessments after 

completing them. 

Short videos help me 

achieve short-term 

goals, but long-term 

goals require 

supplementary 

learning methods”. 

“I mainly use short 

videos for focused 

review before 

exams and do not 

set long-term 

learning plans. 

Short videos are 

more of a 

supplementary 

learning tool rather 

than my main 

learning method”. 

“At the beginning of 

each semester, I 

make detailed 

learning plans based 

on course content, 

and short videos 

help me quickly 

understand abstract 

concepts. I regularly 

evaluate my 

learning progress to 

ensure the 

achievement of my 

learning goals”. 

“I occasionally 

watch short 

videos to help 

understand 

difficult 

classroom 

concepts but 

rarely make 

learning plans. I 

prefer to use 

short videos on 

an as-needed 

basis”. 

Performance 

Goals 

Sets specific learning 

goals and conducts 

self-assessments 

Uses short videos 

for focused review 

before exams 

Makes detailed 

learning plans based 

on course content 

and regularly 

Uses short 

videos to 

understand 

difficult 



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evaluates learning 

progress 

classroom 

concepts but 

rarely makes 

learning plans 

Mastery Goals 

Achieves short-term 

goals but requires 

supplementary 

methods for 

long-term goals 

Does not set 

long-term learning 

plans 

Short videos help 

quickly understand 

abstract concepts 

Uses short 

videos on an 

as-needed basis 

3rd Interview 

Self-Regulated 

Learning 

Strategies 

 

“Short videos help 

me preview and 

review content. By 

using both visual and 

auditory stimulation, 

I find it easier to 

remember 

information. 

However, I still need 

to deepen my 

learning through 

books and notes”. 

“I use short videos 

to quickly grasp 

new knowledge, 

especially for 

exam review, 

where they are 

particularly 

effective. Although 

short videos are 

effective, I mainly 

rely on ad-hoc 

self-assessments 

and need to 

supplement with 

other methods”. 

“I combine short 

videos with other 

learning materials, 

such as textbooks 

and notes, to fully 

understand course 

content. I perform 

systematic 

self-assessments to 

ensure learning 

effectiveness”. 

“I prefer using 

videos to learn 

new concepts 

but rarely 

combine them 

with other 

resources. I 

mainly use them 

to understand 

basic knowledge 

and need more 

time for 

systematic 

self-assessment”. 

Cognitive 

Strategies 

Uses short videos for 

preview and review 

Quickly grasps 

new knowledge, 

particularly 

effective for exam 

review 

Combines short 

videos with other 

learning materials to 

fully understand 

course content 

Uses videos to 

learn new 

concepts 

Metacognitive 

Strategies 

Uses dual visual and 

auditory stimulation 

to remember 

information but needs 

deeper learning 

Relies on ad-hoc 

self-assessments 

and needs to 

supplement with 

other methods 

Performs systematic 

self-assessments 

Rarely combines 

with other 

resources, 

mainly uses for 

understanding 



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basic knowledge 

4th Interview 

Cognitive 

Academic 

Achievement 

“Short videos have 

greatly helped me 

understand complex 

concepts and prepare 

for exams. However, 

I find I need more 

time to consolidate 

this knowledge”. 

“Using short 

videos helps me 

quickly grasp 

exam content, but I 

need other 

methods to deepen 

understanding and 

application”. 

“I combine short 

videos with 

traditional learning 

methods to improve 

learning efficiency 

and help me achieve 

good grades in my 

courses”. 

“Although short 

videos help me 

understand new 

knowledge, I 

still need other 

methods to 

deepen 

understanding 

and application 

to truly improve 

academic 

achievement”. 

Cognitive 

Academic 

Achievement 

Short videos help in 

understanding 

complex concepts and 

preparing for exams 

but require more time 

to consolidate 

knowledge 

Short videos help 

quickly grasp 

exam content but 

require other 

methods to deepen 

understanding and 

application 

Combines short 

videos with 

traditional learning 

methods to improve 

learning efficiency 

and help achieve 

good grades 

Short videos 

help understand 

new knowledge 

but require other 

methods to 

deepen 

understanding 

and application 

 

5. Conclusion 

The purpose of this study was to examine self-determined motivation, goal orientation, self-regulated 

learning strategies, and cognitive academic achievement in the context of short video learning. A total 

of 202 university students were surveyed through self-report questionnaires, and case analyses were 

conducted with four students. 

Based on the results of comprehensive statistical analysis and variance analysis, it was found that 

university students who use short videos for learning exhibit moderate levels of self-determined 

motivation (M = 3.07), while their goal orientation (M = 2.63), self-regulated learning strategies (M = 

2.47), and cognitive academic achievement (M = 2.55) require improvement. This phenomenon may be 

related to the difficulties in short video learning revealed by previous research, such as unclear learning 

goals and a lack of supportive learning strategies, leading to insufficient deep learning behaviors and a 

systematic understanding of knowledge, resulting in suboptimal learning outcomes. The interview 



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results further explain these phenomena. Lower-grade students (A and B) showed weaker 

self-determined motivation, mainly relying on fragmented time and flexible learning methods for short 

video learning, resulting in moderate levels of self-determined motivation. In contrast, higher-grade 

students (C and D) demonstrated stronger self-determined motivation, requiring a large amount of 

high-quality learning content and finding the flexible learning approach of short videos particularly 

helpful.  

Regarding goal orientation, students A and C displayed a higher level of goal orientation, setting 

specific learning goals and conducting self-assessments, with clear long-term goal setting. In contrast, 

students B and D showed lower goal orientation, lacking long-term learning plans and systematic 

assessments. For self-regulated learning strategies, students A and C demonstrated stronger 

self-regulation, using dual visual and auditory stimuli to remember information and combining multiple 

learning resources for systematic self-assessment. However, students B and D exhibited weaker 

self-regulation strategies, mainly relying on ad-hoc self-assessment and single learning resources. 

Regarding cognitive academic achievement, students A and C believed that short videos greatly helped 

them understand complex concepts and prepare for exams, enhancing their academic performance. In 

contrast, students B and D needed more time to consolidate and deepen their learning; although short 

videos helped them grasp exam content, their cognitive academic achievement still needed 

improvement. 

Among the variance results, no significant gender differences were found. However, based on 

grade-level results, higher-grade students exhibited stronger self-determined motivation (M = 3.45) 

compared to lower-grade students (M = 2.71), and their cognitive academic achievement (M = 3.04) 

was also superior to that of lower-grade students (M = 2.11). This is related to their increased autonomy 

and decision-making abilities in learning. As students progress through grades, they gradually 

accumulate more learning experience and self-management skills, enabling them to better control their 

learning pace and choose appropriate learning methods, resulting in higher self-determined motivation. 

The interview results also indicated that higher-grade students (C and D) exhibited stronger 

self-determined motivation and cognitive academic achievement, suggesting they could better utilize 

short videos for systematic learning and combine multiple learning resources to enhance learning 

outcomes. In contrast, lower-grade students (A and B) showed weaker self-determined motivation and 

cognitive academic achievement, relying mainly on fragmented time for learning, with relatively lower 

motivation and academic achievement. 

Regarding the preferred length of time for watching knowledge-based short videos, students who 

preferred watching videos longer than 10 minutes had higher self-determined motivation (M = 3.53), 

goal orientation (M = 2.86), and cognitive academic achievement (M = 3.15) than other groups, while 

those who preferred watching videos for less than 5 minutes exhibited lower trends across variables. An 



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increase in the levels of self-determined motivation, self-regulated learning strategies, and cognitive 

academic achievement was observed with increased viewing time. This may be because longer 

knowledge-based short videos usually cover more comprehensive content, satisfying students’ needs 

for knowledge exploration, thus enhancing their intrinsic learning motivation. Additionally, longer 

videos can provide more detailed explanations and demonstrations, helping students better understand 

and grasp knowledge, thereby increasing their perceived learning effectiveness and knowledge 

accumulation, which contributes to enhanced achievement and a sense of efficacy. 

For the total daily time spent watching knowledge-based short videos, students who watched for 1-2 

hours daily showed better self-determined motivation and cognitive academic achievement than other 

groups. Those who watched for less than 1 hour daily exhibited a more prominent goal orientation 

compared to other groups, with a decrease in distinctive characteristics as total viewing time increased. 

This result indicates that a moderate learning investment, with a total study time of up to 2 hours, is 

most appropriate, allowing enough time for knowledge digestion and absorption without causing 

learning fatigue. This moderate investment can effectively enhance students’ self-determined 

motivation, as they can perceive the effectiveness and progress of their learning within a relatively 

short period. Moreover, longer but not excessive study time allows for relatively in-depth learning 

rather than just surface information acquisition, helping students focus better on learning content and 

improving learning quality. 

Additionally, the study results highlight the marginal effect of study time; as study time increases, 

students’ attention and focus may decrease, leading to reduced learning efficiency. Excessively long 

study sessions can cause fatigue and distraction, affecting the setting and achievement of learning goals, 

thereby reducing the differences in goal orientation. The interview results also revealed that students C 

and D, who watched educational short videos for 1-2 hours daily, exhibited higher self-determined 

motivation and cognitive academic achievement. They could digest and absorb knowledge effectively 

without causing learning fatigue. Students A and B, who watched short videos for less than 1 hour daily, 

exhibited higher goal orientation, completing specific learning tasks and satisfying learning needs 

within a short period. This further confirms that moderate learning investment can enhance students’ 

self-determined motivation and academic achievement, while excessively long study sessions may 

decrease attention and focus, affecting learning outcomes. 

In the current results, goal orientation and self-regulated learning strategies were relatively low (M = 

2.63, M = 2.47). Although some students (such as Student C) performed well in these areas, the overall 

levels were low. This may be due to weaker performance in these areas by other students, thereby 

lowering the overall levels. Additionally, various factors such as the learning environment, personal 

background, and study habits may also influence the overall levels. Future research can further explore 

the specific impact of these factors. Data also show that students who watched for 1-2 hours daily 



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exhibited the best performance in self-determined motivation and cognitive academic achievement (M 

= 3.28, M = 2.85), while performance declined when viewing time exceeded 2 hours. This marginal 

effect may be due to longer viewing sessions leading to decreased attention and fatigue. However, 

some students (such as Students C and D) who watched longer daily could still learn effectively, likely 

due to stronger self-regulation abilities and learning strategies that allowed them to maintain efficiency 

during extended study sessions. Therefore, individual differences play a crucial role in learning 

outcomes. Although the data did not reveal significant gender differences (p > 0.05), the interviews 

indicated that different genders exhibited varying learning motivation and strategies. This may be due 

to the limited sample size, which did not reveal significant differences. Future research could increase 

the sample size and analyze gender differences in learning motivation and strategies to explore 

potential impacts. 

Thus, it can be understood that lower-grade students need guidance in applying short videos for 

learning. When selecting short video lengths, it is recommended to choose longer videos for learning, 

and study time for short videos should not be excessive; effective time management is necessary. 

Self-regulated learning strategies are factors that urgently need improvement, as no prominent group or 

significant differences were observed across demographic variables. This may be due to the need for 

long-term practice and reflection to cultivate self-regulated learning strategies in the short video 

learning environment, which might be lacking or underdeveloped in the current fragmented and instant 

nature of short video content. This requires attention. 

Based on these results, students engaging in short video learning, due to the inherent time-limited 

nature of short videos, are allowed multiple opportunities to trial and error in content selection. Before 

starting each short video, students should clarify the extent of learning they aim to achieve and select 

high-quality content. If the video content is found to be unsuitable, students should promptly change it 

and adjust their learning methods accordingly. In relatively short total study time, goal orientation 

shows a moderate trend, indicating that short-term goals can be effectively achieved. However, short 

video learning still requires the establishment of long-term learning plans to stabilize academic 

achievement outcomes. For self-regulated learning strategies, students should reflect after each short 

video learning session, evaluate their learning outcomes and methods, and make necessary adjustments. 

If needed, students can seek appropriate feedback and motivational mechanisms to assess their 

learning. 

This study explored the effectiveness of knowledge-based short video learning through surveys and 

case analyses, focusing on four aspects: self-determined motivation, goal orientation, self-regulated 

learning strategies, and cognitive academic achievement. Existing research has primarily focused on 

traditional classrooms and general online learning environments, while this study focuses on the 

emerging medium of knowledge-based short videos, expanding the applicability of the aforementioned 



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theories in a new media environment. Additionally, this study provides practical suggestions for 

educators and content creators in designing knowledge-based short videos, helping them create more 

effective educational content. The results suggest that moderate study time and longer short video 

length significantly enhance motivation and academic achievement, providing practical reference for 

the design of knowledge-based short videos. Finally, this study offers practical advice for short video 

learners to improve learning efficiency. These suggestions include selecting longer knowledge-based 

short videos, controlling daily study time, and continuously adjusting learning methods through 

reflection and evaluation, aiming to help them more efficiently utilize short video resources in their 

daily studies. 

 

Acknowledgements 

Project Support: This project is supported by the Ministry of Education’s Humanities and Social 

Sciences Research Project “The Mechanism of Knowledge-based Short Videos in Enhancing 

Academic Achievement among College Students (23YJC880021)”. 

 

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