Enhancing business education through video: A conceptual model and research directions based on a systematic review

Abstract

Video has become an important part of teaching and learning in business education. While literature has suggested various strategies and activities that have been implemented in video-based learning (VBL) environments and revealed their impact on student learning outcomes, there is a lack of a conceptual model for researchers and practitioners. To address this gap, we conducted a systematic review of 62 articles published in the past 20 years to propose the conceptual model. This model goes beyond cognitive domains and comprises three major components. The components are: learning outcomes include self-system, metacognitive system, and cognitive system; instructional design includes student career development, student skill development, and knowledge and concept learning; and effective video design includes content design, theory-driven design for human-computer interaction, and the use of generative AI. This model guides researchers and practitioners to research and teach business courses using VBL. We also suggested six future research directions, including investigating the relationships between instructional design and learning outcome and the applications of AI in VBL.