University of South Dakota.
Queens University of Charlotte.
Child Dev. 2021 Jan;92(1):e20-e38. doi: 10.1111/cdev.13429. Epub 2020 Aug 8.
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 (a) the deficit decreased with age, (b) object retrieval studies showed larger deficits than other domains, and (c) 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.
幼儿从视频中学习的内容通常不如面对面的教学。元回归模型被用于研究这种差异（视频缺陷）的平均大小，并调查其调节因素。在 59 项报告中，涉及 0-6 岁儿童的 122 个独立效应量的研究结果表明，这种缺陷大约是半个标准差。通过对调节因素的分析，发现（a）缺陷随着年龄的增长而减少，（b）物体检索研究显示出比其他领域更大的缺陷，（c）使用现场录制或预先录制视频的研究之间没有差异。研究结果与对缺陷的多机制解释一致。然而，分析结果突出了潜在的质量和出版偏见问题，这些问题可能导致对效果的高估，未来的研究人员应该解决这些问题。
