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. A narrative review identified five relevant empirical and conceptual studies published since 2006 to explore the key design elements, impact factors, and research needs related to video-based learning formats in inclusive science education. Studies show that short, high-quality video lectures featuring a visible teacher enhance perceived effectiveness and increase usage frequency. These videos also allow for individualized access through adaptive features such as pausing and replaying. However, despite their differentiation potential, the application of inclusion-oriented design principles, such as Universal Design for Learning (UDL), has been inadequate. Most analysed studies have approached aspects of inclusion sensitivity retrospectively, deriving insights from qualitative analyses 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 that reach at least the modification level and, ideally, the redefinition level within the SAMR model framework. Such research could further enhance inclusive science lessons and open up new didactic approaches for diverse learning groups.

Keywords: Differentiation; explanatory video; inclusion; SAMR model; Science lessons; Universal Design for Learning (UDL)