In this instance, video-based learning is any prerecorded multimedia that combines moving images (like pictures or graphics) and audio.
Replacing other forms of teaching (e.g., in-class demonstrations, online written information) with videos results in small, but significant improvements in learning (➕➕ ). However, adding videos to other content — especially interactive content — has a very strong effect on learning (➕➕➕➕➕ ). In addition, 'chunking' videos into small, bite-sized segments (~3-15 mins) — perhaps by sub-topic — may enhance learning compared to longer non-segmented videos (~60+ mins). The effect of segmenting videos is more powerful for students who have more knowledge of the topic, but isn't altered by learners being allowed 1) more time to process information, 2) to select their own pace of learning, 3) to rewatch the video, or 4) to freely navigate through video content.
Two meta-analyses inform this evidence summary. Both were conducted to a high standard, particularly Noetel et al. (2021). Noetel and his colleagues included experimental research on one hundred and five experimental trials, which were all based in higher education. They also completed a risk of bias, reported heterogeneity, completed a moderator analysis, and reported a large effect. Regarding the final point, a very large effect size like the one reported in Noetel et al.'s study means that it is unlikely that any kind of bias, whether known or not, would change the results greatly.
Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2021). Video Improves Learning in Higher Education: A Systematic Review. Review of Educational Research, 91(2), 204–236. https://doi.org/10.3102/0034654321990713
Rey, G. D., Beege, M., Nebel, S., Wirzberger, M., Schmitt, T., & Schneider, S. (2019). A Meta-analysis of the Segmenting Effect. Educational Psychology Review, 31(2), 389–419. https://doi.org/10.1007/s10648-018-9456-4
Here's a good example of an evidence-based video for learning.
