No dose-response effect: video benefits do not systematically increase with intervention length¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Neither minutes of intervention nor single-topic versus whole-course scope significantly moderated effects; the review found no significant dose-response effect. → Noetel 2021

Evidence¶

Noetel 2021¶

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

q3 · i? · quant-synthesis · r3

Meta-regression and moderation analyses of absolute and relative intervention length across included trials. The review reports "there was no significant dose-response effect"; no effect size is printed for this null finding.

"The number of minutes of the educational intervention did not moderate effects (b = 0.00, 95% CI [0.00, 0.00], p = 0.73), and there were no significant differences in effects when the video intervention was applied to a single topic or a whole course (R22 = 0.00, R32 = 0.00, p = 0.08). In other words, there was no significant dose-response effect."

Discussion¶

Related Claims¶

• Replacing existing teaching with video produces small improvements in student learning in higher education (g = 0.28) — the general claim this finding bears on, with the studies behind it
• Median student engagement with MOOC videos falls sharply as video length increases beyond 6 minutes — related
• MOOC video engagement declines with video length, with median engagement under half the duration for videos longer than nine minutes — related
• Multi-session game interventions show significantly larger learning benefits than single-session interventions, while total play duration shows no association with effect size — related
• Instructional focus (number and operations vs. word-problem solving) and intervention implementer (researcher vs. school personnel) did not significantly predict effect sizes or moderate the dose–response relation — related