Document Type
Article
Publication Date
1-2021
Division
School of Education Counseling and Psychology in Education
Keywords
video deficit, meta-analysis, early childhood
Disciplines
Developmental Psychology | Early Childhood Education
Abstract
Young children often learn less from video than face-to-face presentations. Meta-regression models were used to examine the average size of this difference (video deficit) and investigate moderators. An average deficit of about half of a standard deviation was reported across 122 independent effect sizes from 59 reports, involving children ages 0-6 years. Moderator analyses suggested 1) the deficit decreased with age, 2) object retrieval studies showed larger deficits than other domains, and 3) there was no difference between studies using live versus prerecorded video. Results are consistent with a multiple-mechanism explanation for the deficit. However, the analyses highlighted potential quality and publication bias issues that may have resulted in overestimation of the effect and should be addressed by future researchers.
Publication Title
Child Development
Volume
92
Issue
1
First Page
20
Last Page
38
Rights
This article may be used for non-commercial purposes in accordance with the Wiley Self-Archiving Policy [http://www.wileyauthors.com/self-archiving].
DOI
10.1111/cdev.13429
Recommended Citation
Strouse, G. A., & Samson, J. (2021). Learning from video: A meta-analysis of the video deficit in children ages 0 to 6 years. Child Development, 92(1), e20-e38. https://doi.org/10.1111/cdev.13429
Supplemental Information