A new study from psychologists at UCLA suggests that while sped-up videos did not improve student learning comprehension, they did not put them far behind, either.
A new study from researchers at UCLA seems to suggest busy students listening to sped-up video lectures can actually understand a lot: about as much as those listening to the same lecture at regular speeds.
While the COVID-19 pandemic helped spur the study along, the idea was conceived even earlier by how lead author Dillon Murphy, a Ph.D. candidate and researcher at UCLA, had seen students study firsthand. And as a busy teacher's assistant, Murphy admitted to speed-watching videos himself to save time.To test whether comprehension suffered as a result of watching sped-up lecture videos, Castel and Murphy set up a series of experiments.
The normal-speed group averaged 26 correct answers out of 40, and were closely followed by the 1.5-speed group and double-speed group, which each scored 25 out of 40. Other experiments for the study showed that students watching the videos twice in a row at double speed scored the same on tests as students who watched videos once at their normal speed.
Future studies on the same topic could provide more insight into how well students remember information conveyed at higher speeds when it comes to those kinds of complex topics, the researchers said.
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