Video Improves Learning in Higher Education: A Systematic Review

• Published in: Review of educational research Vol. 91; no. 2; pp. 204 - 236
• Main Authors: Noetel, Michael, Griffith, Shantell, Delaney, Oscar, Sanders, Taren, Parker, Philip, del Pozo Cruz, Borja, Lonsdale, Chris
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.04.2021; American Educational Research Association
• Subjects: Active Learning; Asynchronous Communication; Cognitive Processes; College Students; Difficulty Level; Distance learning; Educational Research; Electronic Learning; Higher Education; Instructional Effectiveness; Meta Analysis; Multimedia; Multimedia Instruction; Student Improvement; Systematic review; Teaching methods; Video Technology; multimedia; cognitive load; active learning; instructional design; online learning
• ISSN: 0034-6543; 1935-1046
• DOI: 10.3102/0034654321990713

Universities around the world are incorporating online learning, often relying on videos (asynchronous multimedia). We systematically reviewed the effects of video on learning in higher education. We searched five databases using 27 keywords to find randomized trials that measured the learning effects of video among college students. We conducted full-text screening, data extraction, and risk of bias in duplicate. We calculated pooled effect sizes using multilevel random-effects meta-analysis. Searches retrieved 9,677 unique records. After screening 329 full texts, 105 met inclusion criteria, with a pooled sample of 7,776 students. Swapping video for existing teaching methods led to small improvements in student learning (g = 0.28). Adding video to existing teaching led to strong learning benefits (g = 0.80). Although results may be subject to some experimental and publication biases, they suggest that videos are unlikely to be detrimental and usually improve student learning.