Use of Educational Videos to Improve the Teaching-Learning Process in Higher Education: A Systematic Review

Universities worldwide now conduct lessons virtually, and the use of various technical tools to provide academic services has become vital. Because research on the use of instructional videos continues to raise problems, this study will examine whether its application to university students is helpful in terms of improving the teaching-learning process. We conducted a systematic review of ten papers. These were chosen via an eligibility criteria-based search of the ERIC, Scopus, Google Scholar, Redalyc, and Scielo databases. Six screening questions in Excel were used to conduct a content analysis, which was aided by the "Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA)" approach and the Atlas.ti coding procedure. Positively, the information provided in the studies was homogenous. Students may attend a traditional (face-to-face) class just once; however, instructional films may be seen again and, as predicted, this enables out-of-class synthesis that results in deeper conversations on the subject and also increased student confidence. The similarities discovered in the use of educational videos in higher education are discussed, as is the effectiveness of this method in the teaching-learning process. It is recommended that the following elements be included in the video: a goal and learning objectives, interactive questions, highlighting key points, weeding out or eliminating irrelevant information, use of simple language, and fluency in the subject, among others.