Using Short Instructional Videos to Improve Mastery of Basic Light Concepts Among Upper-Grade Elementary Students: A Systematic Literature Review
Abstract
Science education in elementary schools plays an important role in fostering curiosity, critical thinking skills, and applied scientific knowledge among students. The abstract nature of light topics often produces difficulties in understanding and misconceptions. Short instructional videos (microlearning) are frequently proposed as a way to visualize scientific concepts and make them more concrete. This article presents a systematic literature review (2018–2025) of articles published in reputable international journals to evaluate the effect of short videos on mastery of light concepts in upper-grade elementary students. The PRISMA method was used to select relevant studies. The review’s findings indicate that use of instructional videos particularly animations and short clips consistently improves students’ conceptual understanding and science learning outcomes. Several experimental studies and meta-analyses report increases in student motivation, engagement, and cognitive achievement following the use of video media. The discussion presents Mayer’s multimedia theory, cognitive load theory, constructivist perspectives, ICAP theory, and a conceptual model describing how short videos trigger student interest, build conceptual understanding, and complement experiential learning. Critical analysis identifies the need for further research on instructional design of short videos specifically for light topics and on measuring long-term impacts.
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DOI: https://doi.org/10.53889/jpig.v6i2.853
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