Seminar Does Content Format Matter for Student Learning? Evidence from 60+ Randomized Experiments

Abstract

This study examines whether video or text-based supplemental materials improve student performance and self-directed study behaviour. Using within-subject randomized controlled trials across economics and statistics courses at four universities in three countries (~10,000 student-test observations), we isolate the causal effects of content format (video vs. text) on test performance and engagement with optional practice questions. We further distinguish between learning behaviour and conceptual contents to test whether format effectiveness varies by students' characteristics and content type. Preliminary results show no significant performance differences between formats. The findings will inform how digital learning environments can be tailored to diverse learners and content demands.

Joint with Marianna Battaglia, Rebecca Edwards, Theresa Henkel, and Anna Person.