With the deep integration of digital video into the academic and daily lives of high school students, its dual impact on learning attention has become a focal point in education. However, existing research predominantly focuses on the macro-level effects of "screen time," with insufficient exploration of the nuanced influences of behavioral characteristics such as video length and content type. Using a mixed-methods approach, this study investigates the independent and interactive effects of fragmented short videos versus systematic long videos, and knowledge-oriented versus entertainment-oriented content on high school students’ learning attention, while analyzing effective regulatory strategies. Results reveal a "double-edged effect": knowledge-based long videos (e.g., science content, online courses) generate cognitive gains, whereas entertainment-driven short videos (e.g., comedy, beauty content) trigger attention fragmentation, learning procrastination, and negative emotions—with the most severe adverse effects occurring during pre-sleep usage. Computer-dominant users demonstrated significantly superior academic performance, concentration, and learning-entertainment balance compared to high-frequency mobile users. Strategies such as physical separation, external supervision, and proactive planning proved effective in mitigating attention decline, while purely technical measures like screen-time restrictions were largely ineffective. This research provides a scientific basis for rational video usage planning and enhanced learning efficiency among high school students.

Tianhao Wu, Xinyu Zou. The Double-Edged Effect of High School Students' Video Usage Behavior on Learning Attention: from Usage Patterns to Regulatory Strategies. International Journal of New Developments in Education (2025), Vol. 7, Issue 8: 15-24. https://doi.org/10.25236/IJNDE.2025.070803.

[1] Shen, B. Y., & Fang, F. (2024). Video resources in high school English teaching: Teachers’ perspectives and attitudes. Basic Foreign Language Education, 20(1). https://doi.org/10.3969/j.issn. 1009-2536.2024.01.002 

[2] Xu, W. W. (2014). The influence of digital resource presentation forms on learning attention. Doctoral dissertation, Central China Normal University. 

[3] Lai, W. H., & Shan, C. B. (2015). Eye movement behavior of college students in online video learning. Software Guide (Educational Technology), 14(6). https://doi.org/10.3969/j.issn.1672-7800.2015.06.030 

[4] Liu, S., Lan, Y., Chen, B., He, G., & Jia, Y. (2022). Smartphone use time and total screen time among students aged 10–19 and the effects on academic stress: A large longitudinal cohort study in Shanghai, China. Frontiers in Public Health, 10, 869218. https://doi.org/10.3389/fpubh.2022.869218 

[5] Xie, J., Xu, X., Zhang, Y., Tan, Y., Wu, D., Shi, M., & Huang, H. (2023). The effect of short-form video addiction on undergraduates’ academic procrastination: A moderated mediation model. Frontiers in Psychology, 14, 1298361. https://doi.org/10.3389/fpsyg.2023.1298361 

[6] Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52. 

[7] Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583–15587. 

[8] Zhang, J., Huang, Y., & Gao, M. (2022). Video features, engagement, and patterns of collective attention allocation: An open flow network perspective. Journal of Learning Analytics, 9(1), 32–52. https://doi.org/10.18608/jla.2022.7421 

[9] Asif, M., & Kazi, S. (2024). The relationship between time spent watching short videos and academic performance. International Journal of Creative Research Thoughts, 13(4), SR24428105200. https://doi. org/10.21275/SR24428105200 

[10] Xu, Z., Gao, X., Wei, J., Liu, H., & Zhang, Y. (2023). Adolescent user behaviors on short video application, cognitive functioning, and academic performance. Computers & Education, 203, 104865. 

[11] Gao, Y., & Xiao, Q. (2023). The influence of short videos’ “pan-entertainment” tendency on college students' learning and critical thinking abilities. In Lecture Notes in Education Psychology and Public Media (Vol. 4, pp. 1197–1202). 

[12] Bulut, D. (2023). The association between attention impairments and the Internet and social media usage among adolescents and young adults with potential consequences: A review of literature. Psychology, 14, 1310–1321. 

[13] Sweller, J. (2011). Cognitive load theory. In Psychology of learning and motivation (Vol. 55, pp. 37–76). https://doi.org/10.1016/B978-0-12-387691-1.00002-8