Lights, Camera, Activity! A Systematic Review of Research on Learner-Generated Videos

Bridgette S Epps, Tian Luo, Pauline Salim Muljana
Journal of Information Technology Education: Research  •  Volume 20  •  2021  •  pp. 405-427

The current literature discusses the use and benefits of learner-generated videos (LGVs). However, it rarely addresses any correlation between the types of subjects that are best suited for using these videos or what techniques should accompany the use of LGVs.

This systematic review synthesizes current literature to identify patterns and implications that develop from the use of LGVs so that their future use can be both consistent and effective. This paper also reviews the studies to establish the most consistent educational benefits that emerge from this activity.

Employing the Preferred-Reporting of Items for Systematic Reviews and Meta-Analyses (PRISMA) technique, this systematic review cumulated 39 eligible studies published between 2008 to 2020. A set of eligibility criteria guided us in the article selection process, such as the use of LGVs as an assignment, educational settings, publication time frame, and empirical studies. We conducted further steps by searching the articles in major databases, screening, analyzing, and synthesizing the articles.

This study expands the literature regarding LGVs-related topics in both research and practical aspects. We have discovered research gaps, suggesting the directions of future studies. Additionally, we provide suggestions for practitioners interested in adopting LGVs.

Findings reveal that the use of LGVs may result in reduced cognitive load, increased creativity, increased cross-curricular competencies, learner independence, and the ability to apply knowledge in a meaningful way.

Most of the studies that we reviewed recommended strategies for implementing LGVs into a curriculum to optimize the benefits of LGVs.
• Articulating the learning objectives and aligning the LGV activities with the learning objectives emerges as an important strategy.
• Instructors may guide students to commence the LGV project early and stay organized with the tasks required to complete the project, as this type of guidance may help students overcome time-related challenges.
• Providing several options for the students to create different designs or formats and select the type of media would promote their creativity.

Other scholars may consider exploring group differences in their learning performance by employing an experimental study (e.g., providing specific production rules versus not), including investigating the impact on the learning achievement.

Future studies may focus on investigating the impact on cognitive load when students produce LGVs with instructional guidance. Other important variables, such as self-confidence and self-efficacy, that may have played a role in the process of producing LGVs deserve further attention.

activity theory, learner-generated content, learner-generated video, social constructivism
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