The Association of Short-Video Problematic Use, Learning Engagement, and Perceived Learning Ineffectiveness among Chinese Vocational Students

Abstract

Short videos are very popular among students, but the immersive nature of the software makes them prone to problematic use and even addiction. Internet addiction, including short-video problematic use, has been a hot topic in recent years due to the COVID-19 epidemic. However, there are few empirical studies that have explored the effects of short-video problematic use on students. Thus, vocational colleges in China were recruited to participate in this study. There were 1089 effective participants, with a valid recall rate of 90.8%. This included 466 male students (42.8%) and 623 female students (57.2%), with a mean age of 19.19 years (standard deviation of 1.07 years). Five hypotheses were proposed and validated by structural equation modeling within the framework of ecological systems theory and engagement theory to explore the association of short-video problematic use, three types of learning engagement, and perceived learning ineffectiveness. Research findings showed that: (1) short-video problematic use has a negative effect on behavioral engagement; (2) behavioral engagement has a positive effect on both emotional and cognitive engagement; and (3) emotional and cognitive engagement have a negative effect on perceived learning ineffectiveness. According to the results, it can be seen that short-video problematic use has a detrimental effect on students’ learning experiences, so teachers and parents need to pay attention to the negative effects of excessive use among students.

Psychometric Properties of Turkish Versions of the Short Video Flow Scale and Short Video Addiction Scale

“…Another study showed that both short video flow and short video addiction had significant negative relationships with achievement motivation in vocational school students (12). Moreover, it is known that short video addiction has positive significant relationships with learning avoidance motivation and negative significant relationships with learning commitment in vocational school students (45). Therefore, it can be said that studies showing the negative effects of short video flow and addiction on students are similar to the findings of this study.…”

“…It is known that students' learning motivation, achievement motivation and learning well-being have negative significant correlations with short video flow experience and short video addiction (12,20). In addition, problematic use of short videos negatively affects the behavioral engagement required for academic success (21). Short video addiction predicts individuals' creative self-efficacy, creative self-confidence, career interests and academic learning environments (22).…”

Mapping gender networks of music self‐concept and music emotions: A network analysis study of music majors in China

“…In terms of the teaching mode of Chinese universities, teachers have absolute control, while students are passive recipients of knowledge in the most classrooms in universities. In addition, Chinese students are often the ‘silent ones’ in the classroom, rarely expressing their own opinions (Li, 2022; Ye et al., 2023). Students are chronically passive and lack a sense of control and involvement in the classroom, which leads to a sense of boredom.…”

Predicting the Learning Avoidance Motivation, Learning Commitment, and Silent Classroom Behavior of Chinese Vocational College Students Caused by Short Video Addiction

“…This problematic usage is generally considered to be detrimental to users. Students in particular love short videos, but because of the immersive nature of the videos, many students can experience associated problems, and some even become addicted [ 2 , 3 , 4 ]. Therefore, Hong et al pointed out that video addiction behaviors have had a very large negative impact on the study and life of students of different school ages [ 5 ].…”