Explanatory Videos in Inclusive Science Classrooms: A Narrative Literature Review

Abstract

Explanatory videos have significant educational potential, particularly in enhancing subject-specific competencies, improving motivation, and developing metacognitive skills across different age groups and abilities. As part of a narrative literature review, five relevant empirical and conceptual studies published since 2006 were identified that address the key design elements, influencing factors, and research needs associated with video-based learning formats, thereby enabling the development of guidelines for inclusive science teaching. The evaluation specifically focused on didactic design, the potential for inclusive differentiation, and the integration of these videos into cooperative learning processes. Studies show that short, high-quality video lectures featuring a visible teacher contribute to perceived effectiveness and usage frequency. In addition, these videos also allow for individualized access through adaptive features such as pausing and replaying. The application of inclusion-oriented design principles, such as Universal Design for Learning, has been inadequate. The analysed studies, despite not having an inclusive focus, have identified aspects of inclusion sensitivity retrospectively, deriving insights from qualitative analyses during implementation rather than systematically incorporating these aspects into the design of video-based learning environments. Therefore, there is a significant need for research focused on the intentional design, implementation, and evaluation of inclusive learning videos. Such research could further enhance inclusive science lessons and open up new didactic approaches for diverse learning groups.