The Effectiveness of Video Training in Behavioral Studies: A Review of Current Research and Key Factors

A growing number of educators have been incorporating video as a means of communication and instruction in online and hybrid classrooms prior to the COVID-19 pandemic (Dinmore, 2019). Various studies have also supported the effectiveness of video education (Kay, 2012; Yousef et al., 2014).

Currently, researchers are primarily using measures of both learning processes and learning outcomes to evaluate the effectiveness of video training in behavioral studies. On the one hand, researchers have focused on students' attention patterns, cognitive processing methods, and learning engagement during the learning process by examining eye-movement data (e.g., Pi & Zhu et al., 2022; Pi, Zhang, & Zhu et al., 2021; Stull et al., 2018). Some studies have even utilized thermal imaging cameras to assess the cognitive workload and difficulty level of students during video learning (Srivastava et al., 2020). On the other hand, questionnaires have been utilized to examine the effect of storage and transfer of learning knowledge. Additionally, variables such as interest in learning, cognitive load, affective engagement, social presence, and learning satisfaction have also been investigated as indicators of interest to researchers. Therefore, the present study also aims to examine the effects of different relevant factors on the aforementioned indicators of educational effectiveness. Table 1 provides a brief summary of the factors influencing current behavioral research.