How TikTok & Co. make learning more difficult Studies by TU Braunschweig on short videos and knowledge acquisition show significant impact

In two studies published in the journal “Computers & Education”, TU Braunschweig investigated whether and how short videos on social media platforms affect our thinking and learning. Short videos on TikTok, Instagram Reels and YouTube Shorts have long been an integral part of young people’s everyday lives. These colourful snippets, ranging in length from ten to 60 seconds, are entertaining, quick and easy to consume, and visually appealing. But are they also suitable for imparting knowledge?

It seems that short videos promote the superficial processing of information, suppress rational thinking and are less suitable for knowledge transfer than text-based learning materials. These are the key findings of two studies in which the Institute of Educational Psychology at TU Braunschweig analysed the effects of consuming short videos. “Although further research is needed, the studies indicate that short videos are inferior to text for learning and teaching low-complexity content,” says Thorsten Otto, whose dissertation investigates whether and how social media and its formats, such as short videos, can be profitably integrated into education.

“I am convinced that we can make education more exciting for young people if we establish specific points of reference to their everyday lives in the classroom,” says the researcher. “If we succeed in integrating everyday elements, such as social media, into the classroom responsibly and selectively without creating negative learning effects, this can significantly promote engagement and a positive attitude towards school learning.”

Quick clips, shallow learning

In the first of the two studies, Thorsten Otto surveyed and tested around 170 adults, aged 18 – 52, on their consumption of short videos, their ability to think rationally and their approach to learning. Around half of the participants were students. The results showed that those who consumed a lot of short videos performed significantly worse in the rational thinking test. “To promote rational thinking, children and young adults need learning environments that teach them how to think rather than what to think,” says Thorsten Otto.

The second study went one step further. Around 120 participants aged 18 – 30 were divided into four groups for an online experiment. Two of these groups watched a three-minute collection of entertaining videos typical of social media platforms, while the other two did not. The learning material was then presented in the form of either two short videos or text, with both versions containing identical content. Afterwards, the participants were asked to complete a knowledge quiz on the learning material and a rational thinking test. The result was clear: participants taught with short videos performed worse in the subsequent quiz than those taught with text. Furthermore, it was found that even watching a collection of short videos for just three minutes led to a preference for a superficial approach to learning, resulting in shallower learning. This approach involves minimal effort and content is memorised without any real understanding. Research shows that people who learn this way often perform worse.

A critical approach to short videos

What does this mean in practical terms for learners, as well as for parents, teachers and lecturers? Short videos are an effective way of attracting attention, but they clearly cannot be relied upon to anchor knowledge in the long term. Due to their limited length, they usually only provide a very basic introduction to a topic. They also often contain a multitude of simultaneous stimuli, such as rapid image changes, spoken language, subtitles, effects and/or music. While not all of these are necessary for knowledge acquisition, they can lead to cognitive overload, making deeper processing more difficult. These effects can be explained, among other things, by the “Cognitive Theory of Multimedia Learning”: “It states that learning is most effective when information is balanced across visual and auditory channels without overloading limited cognitive resources.”

According to Thorsten Otto, critical engagement with fast-paced short videos should therefore be given greater emphasis in the classroom. “Teachers who want to integrate short videos into their lessons should avoid elements that cause additional cognitive load, such as subtitles or excessive speed, when selecting or designing them.” Learners should also avoid watching entertainment-oriented short videos, as this could significantly reduce subsequent knowledge acquisition.

Thorsten Otto offers another tip: “To reduce compulsive consumption of short videos, it can help to turn off push notifications or set the videos to black and white to reduce their appeal.”

No substitute for in-depth learning processes

The results do not allow us to conclude that short videos are generally unsuitable for knowledge transfer. “Short videos in the classroom are not problematic per se – but they are no substitute for in-depth learning processes,” says Thorsten Otto. “If we make targeted use of their strengths in terms of capturing attention while at the same time reflecting on their limitations, they could certainly be used profitably in education. However, further studies are needed to make informed statements about the effectiveness of the short video format for teaching and learning processes.”