# Influence of short video usage on adolescent’s learning strategies: investigation on teenagers in HeBei North China

## TL;DR

This study explores how short video usage affects learning strategies in teenagers from HeBei, China, finding mixed impacts based on screen time and device ownership.

## Contribution

The study provides empirical insights into the relationship between short-video screen time and learning strategies among Chinese adolescents.

## Key findings

- Middle school students scored higher in learning strategies than high school students.
- Increased daily screen time was associated with lower learning strategy scores.
- Mobile phone ownership and weekend usage correlated with higher learning strategy scores.

## Abstract

The proliferation of digital devices has led to increased screen time among adolescents, raising concerns about its impact on health, development, and academic performance. This study aimed to investigate the current state of digital screen time associated with short-videos among adolescents, analyze learning strategies across different demographic groups, and evaluate the influence of short-videos on adolescents’ daily lives and learning strategies. A quantitative validation study was conducted with 4515 participants from 18 schools in HeBei province. Data were collected through a questionnaire that included demographic information, reasons for watching short-videos, and Zhang Yeheng’s Learning Strategy Scale. Statistical analysis was performed using SPSSAU software, with non-parametric tests to compare groups. After removing invalid questionnaires, 3028 valid responses were analyzed. Middle school students scored higher in learning strategies than high school students. Participants who owned mobile phones and used these devices primarily on weekends had higher learning strategy scores. Conversely, increased daily screen time was associated with lower learning strategy scores. Short-video usage has a complex impact on adolescent learning strategies. While providing informational resources, excessive use may distract and impair learning outcomes. Collaborative efforts from families, schools, and society are needed to guide healthy short-video usage for adolescents’ learning development.