Tran Thanh Hanh

Thu Dau Mot University

DOI : https://doi.org/10.58806/ijsshmr.2026.v5i6n02

Google Scholar Download Pdf
ABSTRACT

The expansion of digital platforms has changed how university students access, process, and retain academic content. Short-form educational videos, often delivered through mobile applications and social media platforms, have become increasingly popular because they provide concise explanations, visual demonstrations, and flexible learning opportunities. This study examines how short-form educational videos influence microlearning engagement and knowledge retention among Vietnamese university students. Using a mixed-methods descriptive design, data were collected from an illustrative sample of 150 students who had experience using short-form videos for learning purposes. The questionnaire included closed-ended items measuring frequency of use, learning purposes, perceived engagement, perceived knowledge retention, and concerns about over-reliance on fragmented content, together with open-ended questions exploring students’ experiences. Quantitative data were analyzed using frequency and percentage calculations, while qualitative responses were examined through thematic analysis. The findings indicate that short-form educational videos are widely used for reviewing lessons, understanding difficult concepts, preparing for examinations, learning languages, and acquiring practical skills. Students perceived these videos as useful because they saved time, increased motivation, supported repeated review, and made abstract content easier to understand. However, concerns were also identified, including superficial learning, distraction, algorithm-driven content exposure, reduced attention span, and difficulty evaluating content quality. The study concludes that short-form educational videos can support microlearning and knowledge retention when integrated with structured learning tasks, reflective activities, and instructor guidance. Educational institutions should not treat short-form videos merely as entertainment media, but as learning resources that require pedagogical design and digital literacy support.

KEYWORDS:

short-form video; microlearning; student engagement; knowledge retention; higher education; Vietnam

REFERENCES
1) Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133-148. https://doi.org/10.1080/01587919.2018.1553562

2) Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

3) Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE-Life Sciences Education, 15(4), es6. https://doi.org/10.1187/cbe.16-03-0125

4) Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. Wiley.

5) Dolasinski, M. J., & Reynolds, J. (2020). Microlearning: A new learning model. Journal of Hospitality & Tourism Research, 44(3), 551-561. https://doi.org/10.1177/1096348020901579

6) Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Proceedings of the First ACM Conference on Learning @ Scale Conference, 41-50. https://doi.org/10.1145/2556325.2566239

7) Hug, T. (2005). Microlearning: A new pedagogical challenge. Waxmann.

8) Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior, 28(3), 820-831. https://doi.org/10.1016/j.chb.2012.01.011

9) Mayer, R. E. (2009). Multimedia learning. Cambridge University Press.

10) Mayer, R. E. (2021). Multimedia learning. Cambridge University Press.

11) Nikou, S. A., & Economides, A. A. (2018). Mobile-based micro-learning and assessment: Impact on learning performance and motivation of high school students. Journal of Computer Assisted Learning, 34(3), 269-278. https://doi.org/10.1111/jcal.12240

12) Ozan, O. (2019). Using microlearning in online education. International Journal of Educational Technology in Higher Education, 16, Article 24.

13) Shail, M. S. (2019). Using micro-learning on mobile applications to increase knowledge retention and work performance. International Journal of Research in Educational Technology, 7(1), 1-12.

14) Sweller, J. (2011). Cognitive load theory. Psychology of Learning and Motivation, 55, 37-76. https://doi.org/10.1016/B978-0-12-387691-1.00002-8

15) Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15-27. https://doi.org/10.1016/j.im.2005.01.004

Cite this Article:Hanh, T. T. (2026). Short-Form Educational Videos, Microlearning Engagement, and Knowledge Retention in Higher Education: Evidence from Vietnamese University Students. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCHS, 5(6), 1314-1319. https://doi.org/10.58806/ijsshmr.2026.v5i6n02

VOlUME 05 ISSUE 06 June 2026