The development of information technology provides a variety of ways for humans to acquire knowledge. Among the more common information technology used in teaching and learning is the video. This research explores the concept of teaching videos of declarative knowledge and the influence of different types of teaching videos on learners’ learning satisfaction and cognitive load. It first sorts out the related research of instructional videos through literature research, and attempts to comprehensively consider the manpower, material resources, and technical difficulties invested in the production process of several common types of instructional videos summarized through literature research. They are classified into three categories, namely low cost, medium cost and high cost. Then, the impacts of three common but different types of teaching videos with different production processes on the learning effect of learners are studied. The study is in an experimental environment, with college students as the research object, strictly controlling the number and time of video viewing by learners, first pre-testing the subjects, and then letting the subjects learn the video followed by a post-test. The data analysis results show that in an experimental environment, the impact of three different types of instructional videos – i.e. PPT screen recording, picture-in-picture fusion and studio recording - on the retention test, transfer test and cognitive load of learners had no significant difference. However, in terms of learning satisfaction, the studio camera group has the highest learning satisfaction, while the PPT screen recording group has the lowest, with the studio camera group having a significantly higher score than the PPT recording group. F(2,68)=3.267, P=0.044. Based on these findings, this article provides a reference for the design and development of future declarative knowledge instructional videos from the level of instructional video resource construction, so that instructional video designers and developers will discuss how to ensure the learning effect while better reducing the teaching in the process of making the video. At the same time, due to the limitation of research time, this research still has some shortcomings, which requires more rigorous and comprehensive argumentation in the future.