Video Improves Learning in Higher Education

By Marisa Graser

Published Aug 22, 2022 · Updated Mar 07, 2026

Video is now a routine part of higher education, but it is more than a convenient way to move teaching online. When it is designed well, video can improve learning by combining clear explanation with student control over pace, repetition and focus, which fits wider evidence on pre-lecture educational video and comprehension.

That matters for any course team deciding where video adds value. Noetel et al. (2021) reviewed more than 100 randomised trials to test how videos compare with other asynchronous media, such as textbooks and static websites, and what makes them effective.

Using videos improves learning outcomes

Noetel et al. (2021) conducted a systematic review to answer exactly that question. They identified and analysed more than 100 randomised trials that used video in higher education, and most reported better learning outcomes than other methods.

Two factors appeared most important. From a teacher's perspective, editing videos before release helps distil the key points and communicate learning objectives more clearly. From a student's perspective, the ability to pause and rewind helps them manage cognitive load and revisit difficult material when they need it. The practical takeaway is simple: video works best when it is concise, intentional and easy for students to control.

Importance of editing

Most of the research identified by Noetel et al. (2021) suggests that editing is essential if videos are to deliver their full value, a point that also appears in practical guidance on adapting traditional lectures into online video content. A coherent structure and clear design choices, such as matching key points to slides or highlighting important information, help students focus on what matters.

Noetel et al. (2021) also strongly advise keeping videos as short as possible by reducing them to the core content needed to meet the learning objectives. Scaling back the content may be even more effective than covering the same material in a longer class because, as Rey (2012) suggests, it removes irrelevant details that occupy part of students' working memory. For educators, the benefit is clear: tighter videos can improve understanding while reducing overload.

Implementation of videos

Noetel et al. (2021) noticed that videos were most effective in an interactive environment. Direct peer and student-teacher interaction are more limited in asynchronous videos, but that does not mean the experience has to be passive. Noetel et al. suggest integrating online discussion around videos or embedding questions, for example through H5P or EdPuzzle, so students actively process what they are watching.

They also recommend using videos alongside traditional face-to-face classes, even when video is not technically required, which aligns with blended learning best practices from the perspective of students. Some educators may worry that recorded materials will encourage students to skip lectures, but Noetel et al. (2021) stress that videos can complement live teaching well when the formats are designed to work together. Frequent formative assessment can then help maintain engagement and show students how the pieces fit together.

Impact of videos on student learning

According to Noetel et al. (2021), the success of videos comes down largely to the control they give students. In an asynchronous setup, students can study at their own pace, pause when they need to, and rewind until a concept makes sense. That flexibility helps them regulate cognitive load instead of trying to keep up with a single pace.

Videos can also offer an authentic view of real skills. For example, medical students may benefit from footage that shows a surgery from a doctor's perspective. That makes video especially useful when the aim is to demonstrate how something is done, not simply describe it.

Overall, videos can improve learning outcomes in online courses and add value to traditional in-person teaching. The strongest gains appear when videos are short, edited with care and integrated into wider course design rather than treated as a bolt-on resource.

FAQ

Q: How do students perceive the effectiveness of videos compared to traditional textbooks and static websites?

A: Students often find videos more engaging and effective for learning than traditional textbooks and static websites because video combines explanation, visuals and pace control. Many students value being able to pause, rewind and rewatch difficult sections, which supports a wider range of learning needs. That said, some still prefer textbooks for depth and detail, so student feedback is useful for deciding when video should supplement written materials rather than replace them.

Q: What role does student feedback play in the creation and editing of educational videos?

A: Student feedback is useful at every stage of educational video design. It can show whether the content is clear, whether the pace works, and whether the visuals support understanding or create confusion. Analysing recurring feedback helps educators identify what to shorten, explain differently or redesign, making videos more accessible, more engaging and easier to learn from over time.

Q: Are there any studies or analyses on the text complexity and readability of video transcripts versus traditional textbooks?

A: Direct comparisons between the readability of video transcripts and traditional textbooks are not widely cited, but the broader principle is well established: transcripts can make learning more accessible for students who prefer or require text-based materials. Text analysis software for education can help educators assess transcript complexity, readability and clarity for different student groups. The value of that work depends on how well the transcript matches the learning objective and how intentionally it has been written.

References:

[Source] Noetel M, Griffith S, Delaney O, et al. (2021) Video Improves Learning in Higher Education: A Systematic Review, Review of Educational Research, 91(2):204-236.
DOI: 10.3102/0034654321990713

[1] Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction, The American Psychologist, 63(8), 760–769.
DOI: 10.1037/0003-066x.63.8.760

[2] Rey, G. D. (2012) A review of research and a meta-analysis of the seductive detail effect, Educational Research Review, 7(3), 216–237.
DOI: 10.1016/j.edurev.2012.05.003

Request a walkthrough

Book a free Student Voice Analytics demo

See all-comment coverage, sector benchmarks, and reporting designed for OfS quality and NSS requirements.

All-comment coverage with HE-tuned taxonomy and sentiment.
Versioned outputs with TEF-ready reporting.
Benchmarks and BI-ready exports for boards and Senate.

Prefer email? info@studentvoice.ai

UK-hosted · No public LLM APIs · Same-day turnaround