Drawing on self-determination theory, this study investigated the impact of different teaching styles (i.e., autonomous and controlled motivation) to motivate students to complete the pre-class activities in a flipped classroom context on their academic performance, especially in the cognitive domain of Bloom's taxonomy. Utilizing ordinary least squares (OLS) regression analysis and a two-sample t-test, a quasi-experimental design comprising of 95 students from a higher education institution in Hong Kong was employed. The results found that among students in the class with controlled motivation from the instructors, there was a negative relationship between watching pre-recorded videos and performance on questions related to the knowledge and comprehension levels in the final examination. This negative relationship highlights the core aspect of cognitive overload, suggesting that over-engagement with video content may hinder rather than help learning. However, neither the pre-recorded videos nor the online exercises correlated with performance on questions at the application level. This outcome emphasizes the need to tailor the design of flipped classroom materials to accommodate cultural learning styles and cognitive development goals, particularly in diverse educational environments. The present study contributes to the flipped classroom literature by enhancing understanding of its impact on academic performance across the knowledge, comprehension, and application levels under Bloom's taxonomy, and suggests practical guidelines for the use of pre-recorded videos in the flipped classroom. It also highlights the intricate balance required between student engagement strategies, the cognitive demands of learning materials, and the cultural context of learners. Copyright © 2024 Springer.