SynthesisFrontiers in psychology2025
Facilitating or hindering learning - a meta-analysis of acceleration on video learning.
Synthesis in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Time compression of instructional videos has received attention from scholars around the world. From existing empirical studies, a wide range of scholars have not yet reached a consensus on whether acceleration promotes video learning. Methods: The article adopts a meta-analytic approach to analyze 12 domestic and international experimental and quasi-experimental research papers, exploring the role of moderating variables on the effect of acceleration on learning from the dimensions of teachers' appearances, subtitles, and subject attributes. Results: The results of the study showed that the main effect test results found that accelerated playback of instructional videos increased learners' cognitive load (g = 0.59) and decreased maintenance test scores (g = -0.41), migration test scores (g = -0.50), and learning satisfaction (g = -0.24). Moderation analyses revealed that teacher appearances played a moderating role in accelerating the effects of cognitive load and maintenance tests, and subtitles, country, and subject attributes played a moderating role in accelerating the effects of learning satisfaction. Discussion: Therefore, instructional video designers need to proactively consider the appropriate speed when developing instructional videos, and learners need to reasonably adjust the playback speed of the videos when learning from them in order to improve the quality of video teaching and learning. For educators, when designing teaching videos, they need to fully consider the impact of publication bias on the existing research results, and avoid blindly referring to the conclusions that may overestimate the effects of acceleration.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.