This study explores
the effectiveness of intermittently replacing traditional synthesis essays with
student-authored video essays in online courses to alleviate student workload
monotony while maintaining academic rigor. With the increasing prevalence of
multimedia consumption among Generation Z students, particularly through
short-form videos (SFVs) (Zhang, Hazarika, Chen, & Shi, 2023), this
research investigates whether engaging students in both the consumption and
production of video content enhances learning outcomes and course satisfaction.
Using a quasi-experimental design, 83 undergraduate students enrolled in an
online Educational Psychology course were randomly assigned to one of three
groups: no video, video consumer, and video consumer & producer. The
results suggest that students in the video consumer & producer group
exhibited significantly higher post-test scores compared to those in the other
groups, indicating that active video production promotes deeper learning.
Furthermore, students in the video essay group reported higher assignment
satisfaction levels as compared to students writing traditional essays,
supporting the idea that multimedia assignments can increase engagement and
motivation in online learning environments (Hughes & Roblyer, 2023). These
findings underscore the potential of video essays as a dynamic tool for
fostering intellectual engagement, enhancing retention, and reducing the online
course overload associated with repetitive written assignments. The study
highlights the need for educators to adapt course designs to better align with
the multiliteracies of today's students.
