The use of brief educational videos on social media platforms such as TikTok and Instagram offers a concise and engaging presentation of even complex learning material. A recent study investigated the question of whether short videos actually achieve learning effects.[1] In an online experiment, T. Otto (2025)[2] compared the learning effect of explanatory videos with that of text information.
123 students were divided into four groups and provided with identical knowledge content.
- Group one (n=30) has used a collection of short videos in the style of TikTok and Instagram, as well as short video-based learning material with a duration of 96 seconds
- Group two (n=29) has acceded to a collection of short videos and text-based learning material totalling 256 words.
- Group 3 (n=34) has not used for the collection of short videos but short video-based learning material.
- Group 4 (n= 30) has not used for the collection of short videos or short video-based learning material but text-based learning material.
The learning effects are divided in three categories: knowledge acquisition, rational thinking and surface learning. Otto hypothesised that people, who watch a short video collection score lower in knowledge acquisition quiz and in rational thinking test, but higher tendency for a surface learning[3] than participants who do not watch a short video collection.
His experience did not confirm the assumptions regard knowledge acquisition and rational thinking, but the higher tendency for surface learning of the people using short video collection.
Otto formulates two additional hypothesis:
- People, “who use video-based learning material score lower in knowledge acquisition quiz those learning with text-based learning material.
- People, “who watch a short video collection and learn with short video-based learning material score lower in the knowledge acquisition quiz than participants of other groups” (Otto 2025: 4).
The experiments confirmed both hypothesis. The two groups using short video for learning scored lower in knowledge acquisition (M=16; SD=3.2) compared to tow groups using text material (M= 17,7; SD=2,8). The Group 1 using the short video collection and video learning material performed significantly lower that all three other groups.
| Table 1: Distribution of means and standard deviations on dependent variables by experimental condition | ||||
| Experimental Condition | Quiz1 M (SD) | RT2 M (SD) | SLA M (SD) | n |
| 1.SVC & LM (Short Videos) | 14.8 (3.2) | 8.3 (2.7) | 3.1 (.8) | 30 |
| 2.SVC & LM (Text) | 18.1 (2.9) | 9.2 (2.7) | 3.1 (.7) | 29 |
| 3.No SVC & LM (Short Videos) | 17.1 (2.7) | 8.8 (3.1) | 2.6 (.9) | 34 |
| 4.No SVC & LM (Text) | 17.7 (2.8) | 9.6 (2.8) | 2.7 (.9) | 30 |
| Note. SVC = Short video collection. LM = Learning material. RT = Rational thinking. SLA = Surface Learning Approach. 1 Maximum score = 25. 2 Maximum score = 14 | ||||
| Source: Otto, T, (2015: 8) | ||||
There were clear differences in the subsequent knowledge quiz and particularly in more complex application tasks: Overall, the participants of group 1, who had seen the videos and video-based learning material, performed worse. Otto argues that the passive viewing of short videos used in the experiment does not result in in-depth learning of the topic.
This supports the concerns regarding the learning effectiveness of digital media unless they are used in a targeted and pedagogically supported way. Digital media is not a substitute for traditional learning tools such as reading texts and classroom discussions. A combination with other learning methods seems to be the appropriate way forward.
Otto explains the findings of his experiment with the ‘cognitive theory of multimedia learning’, which advocates the use of multimedia teaching materials, as they facilitate the absorption and processing of information by appealing to the various sensory channels of the learner. The combination of text, images, audio and video has been demonstrated to be an effective method of consolidating concepts and enhancing long-term memory. This theory posits that information is absorbed via two separate channels: the auditory and the visual channel. However, both channels have a limited processing and storage capacity. The learning process builds on intake of information followed by filtering, selectin and organising the perceived information and integrating it into an existing knowledge reservoir. [4]
Otto interprets the results of his study to mean that when watching short videos, there is insufficient time to link new knowledge with existing knowledge. The visual stimuli employed in such short videos may overwhelm the working memory, hindering effective processing and storage of the information in the knowledge reservoir.
However, this does not mean that short educational videos are unsuitable for the purpose of knowledge transfer. Instead the results suggest that when selecting or designing short videos as learning material, their pace, subtitles and additional cognitive load should be taken into account in order to integrate them effectively into the learning environment.
[1] The inspiration to wrote this blog cam from the Haas, M. (2025)presented in the news web of one German public television channe. Haas, M. (2025) Kurze Lernvideos auf Social Media erzielen täglich Millionen Klicks. Version from 29.06.2025. Retrieved 01.07.2025 at https://www.tagesschau.de/wissen/forschung/kurzvideos-erschweren-lernen-100.html
[2] Otto, T, (2015) Should educators be concerned? The impact of short videos on rational thinking and learning: A comparative analysis. Computers & Education, 105330. DOI: 10.1016/j.compedu.2025.105330
[3] „Deep learning, as the name implies, refers to a deep approach to learning which promotes understanding and implementing new ideas into real life situations. It is a committed approach to learning where learners seek to understand meaning and can apply what they learn to new situations and contexts. Surface learning, on the contrary, refers to a rather monotonous approach to learning new facts and ideas uncritically and relies on rote learning. It is essentially about reproducing knowledge or skills without much understanding.“ https://www.differencebetween.net/language/difference-between-deep-learning-and-surface-learning/ consulted 28/07/2025,
[4] See Learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html referring to Mayer, R. E. (2002). Multimedia learning. Psychology of learning and motivation, 41, 85-139. DOI: 10.1016/S0079-7421(02)80005-6
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