Universities around the world are incorporating online learning, often relying upon videos (asynchronous multimedia). We systematically reviewed the effects of video on learning in higher education. We searched five databases using 27 keywords to find randomised trials that measured the learning effects of video among college students. We conducted full-text screening, data-extraction, and risk of bias in duplicate. We calculated pooled effect-sizes using multi-level random-effects meta-analysis. Searches retrieved 9,677 unique records. After screening 329 full-texts, 105 met inclusion criteria, with a pooled sample of 7,776 students. Swapping video for existing teaching methods led to small improvements in student learning (g = 0.28). Adding video to existing teaching led to strong learning benefits (g = 0.80). Although results may be subject to some experimental and publication biases, they suggest that videos are unlikely to be detrimental and usually improve student learning.
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