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

Supplemental_Material.pdf (362 kB)
Supplemental Information

Available for download on Sunday, January 01, 2023

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