Year: 2025
Type: review
Study designs: Systematic Review, Meta-Analysis
Abstract: Content Acquisition Podcasts (CAPs) are multimedia-based instructional tools designed to support K-12 students and educators. This meta-analysis synthesized findings from 29 studies to examine the overall effects of CAPs on learning outcomes, including declarative content knowledge, application of knowledge, and maintenance of learned material. Eligible studies included multi-group pretest-posttest designs with sufficient data to calculate effect sizes. A total of 99 effect sizes were extracted and analyzed using a random-effects model, with moderator analyses conducted on CAP type and participant population. Results indicated consistently robust and statistically significant effects for all three outcome types (declarative content knowledge: g = 0.82; application: g = 0.82; maintenance: g = 0.86). Moderator analyses, conducted on declarative content knowledge, indicated no significant moderation by CAP type or participant population. These findings suggest that CAPs consistently produce strong effects and may serve as an effective and adaptable instructional tool across a range of educational settings.
Institutions: University of Virginia, Arizona State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4417137047