Video is more effective for teaching skills than for transmitting knowledge¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i2 medium
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Outcome type significantly moderated replacement effects: video was more effective for skill acquisition (g = 0.44) than for knowledge assessments (g = 0.18). → 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 · i2 · quant-synthesis · r3

Moderation analysis by outcome assessment type within the replacement meta-analysis. The review reports video "was more effective when students were assessed on skill acquisition (g = 0.44, 95% CI [0.24, 0.64])" than knowledge (g = 0.18).

"The type of outcome measured was a significant moderator (R22 = 0.15, R32 = 0.00, p = 0.02). Video was more effective when students were assessed on skill acquisition (g = 0.44, 95% CI [0.24, 0.64], n = 67, k = 38) compared with assessments of their knowledge (g = 0.18, 95% CI [0.01, 0.35], n = 99, k = 60)."

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
• Video replacing static media (e.g., text) benefits learning more than video replacing a teacher — related
• In the initial skill acquisition phase, authentic video yielded higher overall observation assignment scores than virtual simulation — related
• In the few trials comparing them, virtual patients showed no significant knowledge differences versus other digital education, and skills differences in only one of three studies — related