Educational Short Videos: Bibliometric Trends, Thematic Structure, and Operationalisation

Abstract

Educational short-video research spans disciplines, platforms and learning contexts, but the same label is applied to resources differing in function, activity, context and evaluation, complicating comparison and evidence synthesis. This study mapped the development, thematic organisation and operationalisation of educational short-video research. We analysed 2,169 records indexed in Web of Science and Scopus up to 11 June 2026 using bibliometric analysis, non-negative matrix factorisation topic modelling and structured content analysis. Publication output increased sharply from the mid-2010s but remained dispersed across outlets. Among 16 first-level topics, Skill Development in Educational Contexts was the largest, forming the structural core of the field, while topic overlap was predominantly pairwise. Video-Based Health Interventions for Attitude Change and Cognitive Load and Engagement in Instructional Video Design combined positive recent growth with comparatively high citation visibility, whereas Social Media Engagement Strategies for Education emerged as a rapidly growing direction. Knowledge/Achievement and Engagement/Motivation were the most widely represented outcome domains, and experimental and synthesis designs were more common among identifiable records in health-related topics. Indexed descriptions most often foregrounded intended users, educational uses, learning content, and interactivity. A representative duration was available for 511 records, but no consistently applied numerical threshold was evident. These findings support a working definition of educational short videos as discrete multimedia messages combining words and visuals and designed or used to promote learning. Shortness should be interpreted relative to educational purpose, content unit and surrounding activity rather than duration alone.