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This study aims to apply PLS-SEM to investigate the mediation roles of goal setting and task strategies, two constructs of online self-regulated learning, between behavioral/cognitive engagement and germane/extraneous cognitive load in an online course with smart instant feedback. Participants of this study consisted of 35 graduate students who were asked to complete four units of digital learning materials and questionnaires as part of the experiment. Results show that goal setting has a significant mediation effect between behavioral engagement and germane cognitive load, task strategies have a significant mediation effect between behavioral engagement and extraneous cognitive load, and task strategies also have a significant mediation effect between cognitive engagement and extraneous cognitive load. Finally, recommendations are provided to instructors, and researchers could base future studies on these results.

The Mediation Effect of Online Self-Regulated Learning Between Engagement and Cognitive Load: A Case of an Online Course With Smart Instant Feedback