Published Online in:
Review of Educational Research
February 17, 2021

Michael Noetel, Australian Catholic University
Shantell Griffith, Australian Catholic University
Oscar Delaney, University of Queensland
Taren Sanders, Australian Catholic University
Philip Parker, Australian Catholic University
Borja del Pozo Cruz, Australian Catholic University
Chris Lonsdale, Australian Catholic University

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.

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Read the press release: "Study: Including Videos in College Teaching May Improve Student Learning​." 

Study citation: Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., Cruz, B., Lonsdale, C. (2021). Video improves learning in higher education: A systematic review. Review of Educational Research. Prepublished February 17, 2021. https://doi.org/10.3102/0034654321990713