Researchers have proven that video is more effective than live lectures. Or haven't they? / ITech content

What the researchers wanted to find out
How the study was conducted
Video really turned out to be more effective than textbooks and even lecturers
Video works better in the process of transferring skills, not knowledge
Video does not work if regular classes are more interactive
Video works best when it complements traditional teaching materials
Should we trust this study unconditionally?
How the study can help teachers

Learn: Educational Program Methodologist

In 2021, a group of researchers from Australia, led by Professor of Psychology Michael Noethel, who works at the Australian Catholic University and now at the University of Queensland, presented an article entitled "Video Can Enhance Learning in Higher Education: A Systematic Review." This work conducted a meta-analysis of numerous scientific publications devoted to the results of various experiments. The study showed that the use of video in the educational process can significantly improve the quality of learning and student engagement.

The article caused a wide resonance among foreign education specialists, arguing that the results of the meta-analysis indicate that recorded video lectures can be more effective and useful than traditional live lectures. This is how the data was presented in the media.

The article by the educational researchers became one of the most cited in the field. As Noethel noted, this study is cited 16 times more often than other publications.

Live classroom lectures are often questioned compared to video recordings when it comes to the benefits for students. In this text, we will review the findings of the study authors and analyze the validity of their conclusions. First, let us clarify the researchers' goal and what aspects of learning they studied.

What the researchers wanted to find out

Michael Noethel's team conducted a study to evaluate the effectiveness of the educational video format in higher education. Instructional video refers to a recording that combines both images and sound. This can include lectures, but also encompass other types of educational content. The study aims to identify the impact of this format on student learning and engagement, which could help further improve teaching methods at universities.

The video format has attracted the attention of researchers due to its ability to simultaneously activate two channels of information perception—visual and auditory. Richard Mayer's theory of multimedia learning, based on the principles of cognitive load, posits that this combination facilitates easier information acquisition. Researchers sought to confirm this statement by studying the impact of multimedia materials on learning effectiveness and information perception.

Still: film "Tar" / Standard Film Company / EMJAG Productions

Video is one of the most effective types of multimedia, providing a dual-channel perception of information. Michael Noethel and his team identified two key reasons why video is considered a particularly successful format. First, video combines visual and auditory elements, which promotes deeper understanding and retention of information. Second, the dynamism of the video sequence holds the viewer's attention, allowing them to more easily perceive and process the presented content. Thus, the use of video for educational and advertising purposes is becoming increasingly justified and effective.

Video allows students to regulate the pace of learning and the level of cognitive load.

Recorded video lessons provide students with flexibility in learning, allowing them to study the material at a convenient time. Research shows that control over their own learning significantly increases motivation and develops a sense of autonomy in students. This allows them to effectively manage cognitive load. For example, students can pause playback to comprehend the information or rewind already familiar parts of a lecture. Optimizing cognitive load plays a key role in enhancing the retention of new information, making recorded video lessons a valuable tool for modern education.

In a video format, instructors can focus more on minimizing unnecessary cognitive load on viewers.

During live lectures, instructors may drag out explanations or become distracted by stories that are not always relevant to the topic. This can reduce student attention and reduce learning effectiveness. In contrast, when creating a video lecture, instructors have the opportunity to optimize the content. They can eliminate unnecessary elements and add additional visual and audiovisual materials to make the presentation more engaging and understandable. Rephrasing and re-recording unsuccessful fragments allows for a more structured and holistic understanding of the topic, which promotes better information retention. This approach to preparing video lessons improves the quality of the educational process and helps retain audience attention.

Research shows that the effectiveness of video learning is largely determined by the level of interactivity. Watching lecture recordings is often perceived as passive learning, which can limit material acquisition. However, when students actively participate, for example by completing tasks in the chat, it significantly improves learning. Interactive elements promote better understanding and retention of information, making learning more productive.

The study resulted in three key hypotheses.

If video is accompanied by interactivity, it will benefit students as much or more than other forms of information delivery.
If video is presented without interactivity, it will be less effective.
Video will perform better than other asynchronous forms of media, such as e-textbooks.

How the study was conducted

Professor Noethel and his team analyzed previously published studies on the effectiveness of educational videos. The final sample included 105 scientific studies in which more than 7,000 students participated. Several criteria were taken into account when selecting the studies, which allowed us to obtain the most comprehensive understanding of the impact of video content on the learning process.

Study design: Only those experiments that were designed as randomized were included in the sample—when participants were randomly assigned to groups or, for example, the study conditions were changed for participants in a random sequence.
Intervention: Video was the independent variable in the selected studies. That is, the experiments were designed so that the result depended specifically on the format, and not on changes in anything else in the learning process.
Comparisons: The researchers included in the meta-analysis both those experiments in which the organizers compared the impact of video on learning with the impact of any other format, as well as those studies in which video served not as a primary, but as a supplementary learning tool. The works of each of these two types were compared, of course, separately, and not in a “general pile.”
Results: the sample included only those works that took into account real learning outcomes—knowledge or skills. But the researchers did not take into account those that assessed the students' impressions.
Research participants: only those experiments in which higher education students (universities or colleges) participated were analyzed.

Frame: Film "To Each His Own" / Annapurna Pictures / Detour Filmproduction

The study used specialized scientific databases, where keywords served as the basis for the search. The screening process was carried out in several stages, including analysis by both team members and using artificial intelligence technologies. The authors of the meta-analysis sought not only to determine whether individual studies met the established selection criteria but also to identify possible biases that may be present in the work of scientists and researchers, often remaining unnoticed. In addition, the heterogeneity of the studies was taken into account: despite the general characteristics of the articles in the sample, their details could vary significantly. This approach provides a deeper understanding of the topic under study and contributes to the quality of scientific conclusions.

Professor Noethel's team conducted research, the results of which open up new horizons in understanding the topic. Their work allows for a deeper understanding of aspects that previously remained beyond the scope of research. The scientists discovered key factors influencing further developments in the situation, which may have significant implications for science and practice. These findings highlight the importance of further study and potential application of the findings across a variety of fields.

Videos are indeed more effective than textbooks and even live lecturers.

Videos demonstrate high effectiveness compared to traditional teaching methods. Students using videos as a source of information showed results comparable to or slightly superior to their peers who learned in other ways. However, the difference in results was not significant; for example, the average grade was a B+ versus a typical B. In some studies, video was even less effective, highlighting the need for further analysis and optimization of educational approaches.

Commenting on the results of the study, Michael Noethel noted that videos were even more effective than in-person classes with a teacher, although not significantly so. This finding came as a surprise to us, as we expected traditional classes to be more effective. This fact underscores the importance of modern technologies in the educational process and their ability to improve the quality of learning.

Research has shown that many of the results can be explained by theories of multimedia learning and cognitive load, as well as the ICAP framework. Scientists have found that students absorb more information from a 40-minute video than from a two-hour live lecture on the same topic. This underscores the importance of using multimedia resources in the educational process, as they can contribute to more effective learning and a better understanding of the material.

The authors of the study noted that they do not have precise information about whether students in all experiments were able to control the recording (for example, pause it at any time) and whether the videos were edited or recorded unchanged during lectures in the classroom. It should be noted that only a small proportion of the analyzed scientific papers provided such details.

Netel and his colleagues conducted a study to find out what factors influence the effectiveness of video in learning. The results showed that aspects such as context, subject type (e.g., science or language learning), and video format (lecture or case study) did not significantly impact learning outcomes. However, video was found to be most effective when replacing static materials such as textbooks. When video replaces a teacher, its usefulness diminishes.

The study's authors note that traditional textbooks and podcasts utilize only one channel of information perception—visual or auditory. However, according to Mayer's theory, dual-channel delivery of information demonstrates greater effectiveness. This underscores the importance of using a variety of learning formats that combine visual and auditory elements to promote deeper learning. The introduction of such methods can significantly improve the educational process and increase the level of understanding among students.

Video works better in transferring skills, not knowledge

A meta-analysis has shown that video effects are effective in promoting the transfer of practical skills, rather than theoretical knowledge. The study also found that the time elapsed before students were assessed in the experiments did not affect the results. This underscores the importance of using video as a teaching tool, especially in the context of skills that require practical application.

The study's authors argue that students perceive history lectures similarly, regardless of whether they watch them on video or are present in the classroom. In such cases, there is no significant difference between the different delivery methods. However, when it comes to demonstrating practical skills and processes, the teaching format becomes critical. The correct choice of format can significantly impact perception and learning.

It is crucial for medical students to observe surgeries through the eyes of an experienced surgeon. However, in large groups, this is often impossible to do in detail. Video allows for the demonstration and commentary of all the key points that should be noted. Although simulators and training devices can be used for training, their high cost and complexity of development make them less accessible. Thus, educational videos are becoming an ideal tool for high-quality student learning in medicine.

Video is an optimal format not only for lectures but also for demonstrating visual examples. This is because textbooks are unable to effectively convey visual information. Oral explanation of material that requires visualization is also not always a successful approach. Using video allows for visual illustration of concepts and processes, which significantly facilitates the perception and assimilation of educational material.

Video Doesn't Work If Regular Classes Are More Interactive

Research has shown that video is not always effective as a passive learning tool. For best results, it is important to combine it with elements of interactivity, such as student interaction with the instructor, with each other, or with the educational material. Analysis confirmed this, but with an important clarification: video produces better results when the level of interactivity matches or exceeds that of other teaching methods. Thus, students who watch videos and discuss their content perform better than those who simply listen to a lecture or read a textbook. This underscores the importance of active participation in the educational process to enhance learning. Research shows that, when interactivity is equal, video does not provide the best learning outcomes. Conversely, students who participate in face-to-face sessions with a teacher perform better than those who only watch and discuss videos. This underscores the importance of live communication and interaction in the educational process. Online discussions and the integration of questions into videos, using services such as H5P or EdPuzzle, significantly increase opportunities for active learning in a multimedia environment. Research shows that transferring educational content to video format is more effective when instructors actively support and facilitate student engagement. This underscores the importance of interactivity in the educational process, which can be achieved through both live lectures and online platforms. The effective use of multimedia and technology in teaching opens up new horizons for meaningful interaction and academic progress.

Video works best when it complements traditional learning materials.

The best results have been achieved in situations where video materials did not replace traditional curriculum elements, but served as a supplement to them. In such cases, student grades improve, for example, from a B to an A or from a B to an A. Using video as an additional resource promotes a deeper understanding of the material and improves academic performance.

Replacing a textbook and lecturer with video is possible, but maximum effectiveness is achieved by using all three formats: textbook, video, and lecturer. This approach provides students with a variety of ways to perceive the material, which significantly improves the quality of learning. Combining different formats promotes better understanding and knowledge retention, allowing each student to choose the most convenient learning method.

Still: film "The Life of David Gale" / Saturn Films / Intermedia

It is important to note that the obtained research results are directly related to the availability of funding for scientists. Budgetary resources allow them to create higher-quality content that complies with Mayer's principles. This underscores the importance of funding in scientific activity and its impact on the quality of the presented materials.

Should this study be trusted unconditionally?

The article devoted to this meta-analysis has become one of the most cited in its field, but it has its shortcomings. The researchers openly pointed out a key problem: the heterogeneity of the studies selected for analysis. The specialists noted that the results could have depended on the quality of the videos used in the experiments, as well as their compliance with the principles of multimedia learning developed by Richard Mayer. These principles define how to create effective instructional videos, which can significantly influence the study's results.

The study's findings have had a significant impact on the educational community, although they haven't revolutionized it. For example, Nicole Barbaro, a researcher at Western Governors University, noted the importance of this work in her review.

Videos have been used in higher education for decades, and their impact on the literature in the learning sciences is significant. However, it is important to note that videos do not change existing knowledge, but rather confirm it. Passive, disengaged instructors can easily be replaced by technology. Static text is often perceived as boring, while the integration of supplemental video materials enriches classes and improves students' learning experiences.

The findings of Professor Noethel and his colleagues remain important for instructors today. Their research provides valuable recommendations that can be useful in educational practice. These findings help improve the quality of instruction and adapt teaching methods to modern requirements.

How Research Can Help Instructors

Instructors rarely admit that they can be replaced by technology or that their teaching materials can seem drawn-out and boring. Michael Noethel shared his concern in an interview when he learned that students were skipping parts of his recorded lectures instead of listening carefully to every word. However, he believes that this is precisely why the video format is more effective than traditional classrooms. Video allows you to eliminate unnecessary details and focus on the essentials, which improves retention and makes learning more focused. The researcher provided a number of recommendations for his colleagues. These tips are aimed at improving the quality of scientific work and optimizing research processes. It is important to consider current methods and best practices in the field of research. It is important to actively share experiences and results with colleagues, which contributes to the development of the scientific community. Furthermore, it is recommended to focus on critical analysis of the obtained data and use modern tools for information processing. Following these recommendations will help improve work efficiency and achieve more significant research results. Supplement regular educational materials with video recordings. The video lesson format can be beneficial for both instructors and students in a number of cases. For example, Michael Noethel, a psychology professor, uses video to demonstrate psychologists' methods of working with clients. This allows students to visualize the practical aspects of the profession and better understand theoretical concepts. Video-based learning facilitates deeper learning and increases student engagement, making learning more effective. In addition, teachers can use this format to create interactive lessons, which improves information comprehension and helps develop critical thinking skills in students.

Photo: Ilona Kozhevnikova / Shutterstock

Organizing a real or even staged psychological session in front of hundreds of students is difficult and not always effective. A live session cannot be paused to explain the intricacies of the work. Selecting student volunteers can also be challenging, as few will be willing to share their true experiences in front of their classmates. In such circumstances, pre-recorded sessions, even if they are simulated, become a valuable tool. The instructor can stop the recording at any time and focus on key aspects, such as important phrases, poses, or psychological techniques. This allows for a deeper understanding of the process without distracting from the main flow.

Learn to work with the format.

Michael Noethel shares his experience for a reason. He recognized the importance of video in the educational process and independently mastered the skills of recording and editing, as well as acquired a high-quality camera and a prompter. Modern universities have a wealth of resources available, including specialized equipment and even studios for recording video courses. Instructors don't need to invest significantly in new technology. However, practice in creating, recording, and editing video content will be beneficial and will help improve the quality of educational materials.

Try the "flipped classroom" method.

Students have the opportunity to study theoretical material through videos at their own pace, while in class, they focus on active learning. This includes completing practical assignments, participating in discussions, and sharing opinions. This approach promotes deeper knowledge acquisition and the development of skills needed in real life.

Michael Noethel recommended that universities invest in hiring specialists to assist instructors in creating high-quality and useful videos. According to the expert, such an investment will be more effective than spending on expensive classrooms, which lose their relevance over time.

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