The Impact of Video-Based Microlearning on Student Learning Outcomes and Motivation
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Abstract
The rapid development of digital technology has significantly transformed the education sector, creating opportunities to adopt innovative learning strategies that align with the needs of digital natives. This study investigates the impact of using video-based microlearning on student learning outcomes and motivation. The research employed a quasi-experimental design involving two groups of students: an experimental group exposed to video-based microlearning and a control group taught using traditional lecture-based methods. Data were collected through pre-tests, post-tests, and student motivation surveys, and analyzed using both descriptive and inferential statistical methods. The results indicate that students in the experimental group achieved higher learning outcomes and reported increased motivation compared to the control group. Video-based microlearning, with its short, focused, and multimedia-rich content, was found to enhance comprehension, retention, and engagement, while reducing cognitive overload. These findings are consistent with previous studies highlighting the effectiveness of microlearning in improving academic performance, but this research further emphasizes its relevance in contemporary higher education settings. The study contributes to the field of educational technology by providing empirical evidence on the benefits of integrating microlearning into instructional practices. It also offers practical implications for teachers, institutions, and curriculum designers in adopting multimedia-based approaches to meet the learning preferences of digital natives. In conclusion, video-based microlearning represents a promising strategy for enhancing educational outcomes in the digital era.
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