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. As part of a narrative literature review, five relevant empirical and conceptual studies published
since 2006 were identified that address the key design elements, influencing factors, and research needs
associated with video-based learning formats, thereby enabling the development of guidelines for inclusive
science teaching. The evaluation specifically focused on didactic design, the potential for inclusive
differentiation, and the integration of these videos into cooperative learning processes. Studies show that
short, high-quality video lectures featuring a visible teacher contribute to perceived effectiveness and usage
frequency. In addition, these videos also allow for individualized access through adaptive features such as
pausing and replaying. The application of inclusion-oriented design principles, such as Universal Design
for Learning, has been inadequate. The analysed studies, despite not having an inclusive focus, have
identified aspects of inclusion sensitivity retrospectively, deriving insights from qualitative analyses during
implementation 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. 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