The Impact of Short-Form Video Usage on Event Integration in Knowledge Learning: Evidence from Eye Tracking and fMRI

Short-form video has become an important way of encountering information, characterized by fragmented and rapidly shifting content. Prior work has linked short-form video use to attentional and memory-related outcomes, but its potential implications for organizing ongoing information during learning remain underexplored. Guided by Event Segmentation Theory, we examine whether habitual short-form video use is associated with altered event processing during learning from continuous educational videos, and whether this relates to learning performance. Using behavioral measures alongside eye tracking and neuroimaging indices, we will test associations between short-form video usage and event-related processing, and further examine whether explicit boundary cues can facilitate event organization and improve learning under fragmented media habits.