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• How to Write a Literature Review | Guide, Examples, & Templates

How to Write a Literature Review | Guide, Examples, & Templates

Published on January 2, 2023 by Shona McCombes . Revised on September 11, 2023.

What is a literature review? A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research that you can later apply to your paper, thesis, or dissertation topic .

There are five key steps to writing a literature review:

• Search for relevant literature
• Evaluate sources
• Identify themes, debates, and gaps
• Outline the structure
• Write your literature review

A good literature review doesn’t just summarize sources—it analyzes, synthesizes , and critically evaluates to give a clear picture of the state of knowledge on the subject.

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Table of contents

What is the purpose of a literature review, examples of literature reviews, step 1 – search for relevant literature, step 2 – evaluate and select sources, step 3 – identify themes, debates, and gaps, step 4 – outline your literature review’s structure, step 5 – write your literature review, free lecture slides, other interesting articles, frequently asked questions, introduction.

• Quick Run-through
• Step 1 & 2

When you write a thesis , dissertation , or research paper , you will likely have to conduct a literature review to situate your research within existing knowledge. The literature review gives you a chance to:

• Demonstrate your familiarity with the topic and its scholarly context
• Develop a theoretical framework and methodology for your research
• Position your work in relation to other researchers and theorists
• Show how your research addresses a gap or contributes to a debate
• Evaluate the current state of research and demonstrate your knowledge of the scholarly debates around your topic.

Writing literature reviews is a particularly important skill if you want to apply for graduate school or pursue a career in research. We’ve written a step-by-step guide that you can follow below.

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Writing literature reviews can be quite challenging! A good starting point could be to look at some examples, depending on what kind of literature review you’d like to write.

• Example literature review #1: “Why Do People Migrate? A Review of the Theoretical Literature” ( Theoretical literature review about the development of economic migration theory from the 1950s to today.)
• Example literature review #2: “Literature review as a research methodology: An overview and guidelines” ( Methodological literature review about interdisciplinary knowledge acquisition and production.)
• Example literature review #3: “The Use of Technology in English Language Learning: A Literature Review” ( Thematic literature review about the effects of technology on language acquisition.)
• Example literature review #4: “Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review” ( Chronological literature review about how the concept of listening skills has changed over time.)

You can also check out our templates with literature review examples and sample outlines at the links below.

Download Word doc Download Google doc

Before you begin searching for literature, you need a clearly defined topic .

If you are writing the literature review section of a dissertation or research paper, you will search for literature related to your research problem and questions .

Make a list of keywords

Start by creating a list of keywords related to your research question. Include each of the key concepts or variables you’re interested in, and list any synonyms and related terms. You can add to this list as you discover new keywords in the process of your literature search.

• Social media, Facebook, Instagram, Twitter, Snapchat, TikTok
• Body image, self-perception, self-esteem, mental health
• Generation Z, teenagers, adolescents, youth

Search for relevant sources

Use your keywords to begin searching for sources. Some useful databases to search for journals and articles include:

• Your university’s library catalogue
• Google Scholar
• Project Muse (humanities and social sciences)
• Medline (life sciences and biomedicine)
• EconLit (economics)
• Inspec (physics, engineering and computer science)

You can also use boolean operators to help narrow down your search.

Make sure to read the abstract to find out whether an article is relevant to your question. When you find a useful book or article, you can check the bibliography to find other relevant sources.

You likely won’t be able to read absolutely everything that has been written on your topic, so it will be necessary to evaluate which sources are most relevant to your research question.

For each publication, ask yourself:

• What question or problem is the author addressing?
• What are the key concepts and how are they defined?
• What are the key theories, models, and methods?
• Does the research use established frameworks or take an innovative approach?
• What are the results and conclusions of the study?
• How does the publication relate to other literature in the field? Does it confirm, add to, or challenge established knowledge?
• What are the strengths and weaknesses of the research?

Make sure the sources you use are credible , and make sure you read any landmark studies and major theories in your field of research.

You can use our template to summarize and evaluate sources you’re thinking about using. Click on either button below to download.

Take notes and cite your sources

As you read, you should also begin the writing process. Take notes that you can later incorporate into the text of your literature review.

It is important to keep track of your sources with citations to avoid plagiarism . It can be helpful to make an annotated bibliography , where you compile full citation information and write a paragraph of summary and analysis for each source. This helps you remember what you read and saves time later in the process.

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To begin organizing your literature review’s argument and structure, be sure you understand the connections and relationships between the sources you’ve read. Based on your reading and notes, you can look for:

• Trends and patterns (in theory, method or results): do certain approaches become more or less popular over time?
• Themes: what questions or concepts recur across the literature?
• Debates, conflicts and contradictions: where do sources disagree?
• Pivotal publications: are there any influential theories or studies that changed the direction of the field?
• Gaps: what is missing from the literature? Are there weaknesses that need to be addressed?

This step will help you work out the structure of your literature review and (if applicable) show how your own research will contribute to existing knowledge.

• Most research has focused on young women.
• There is an increasing interest in the visual aspects of social media.
• But there is still a lack of robust research on highly visual platforms like Instagram and Snapchat—this is a gap that you could address in your own research.

There are various approaches to organizing the body of a literature review. Depending on the length of your literature review, you can combine several of these strategies (for example, your overall structure might be thematic, but each theme is discussed chronologically).

Chronological

The simplest approach is to trace the development of the topic over time. However, if you choose this strategy, be careful to avoid simply listing and summarizing sources in order.

Try to analyze patterns, turning points and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred.

If you have found some recurring central themes, you can organize your literature review into subsections that address different aspects of the topic.

For example, if you are reviewing literature about inequalities in migrant health outcomes, key themes might include healthcare policy, language barriers, cultural attitudes, legal status, and economic access.

Methodological

If you draw your sources from different disciplines or fields that use a variety of research methods , you might want to compare the results and conclusions that emerge from different approaches. For example:

• Look at what results have emerged in qualitative versus quantitative research
• Discuss how the topic has been approached by empirical versus theoretical scholarship
• Divide the literature into sociological, historical, and cultural sources

Theoretical

A literature review is often the foundation for a theoretical framework . You can use it to discuss various theories, models, and definitions of key concepts.

You might argue for the relevance of a specific theoretical approach, or combine various theoretical concepts to create a framework for your research.

Like any other academic text , your literature review should have an introduction , a main body, and a conclusion . What you include in each depends on the objective of your literature review.

The introduction should clearly establish the focus and purpose of the literature review.

Depending on the length of your literature review, you might want to divide the body into subsections. You can use a subheading for each theme, time period, or methodological approach.

As you write, you can follow these tips:

• Summarize and synthesize: give an overview of the main points of each source and combine them into a coherent whole
• Analyze and interpret: don’t just paraphrase other researchers — add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
• Critically evaluate: mention the strengths and weaknesses of your sources
• Write in well-structured paragraphs: use transition words and topic sentences to draw connections, comparisons and contrasts

In the conclusion, you should summarize the key findings you have taken from the literature and emphasize their significance.

When you’ve finished writing and revising your literature review, don’t forget to proofread thoroughly before submitting. Not a language expert? Check out Scribbr’s professional proofreading services !

This article has been adapted into lecture slides that you can use to teach your students about writing a literature review.

Scribbr slides are free to use, customize, and distribute for educational purposes.

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If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question .

It is often written as part of a thesis, dissertation , or research paper , in order to situate your work in relation to existing knowledge.

There are several reasons to conduct a literature review at the beginning of a research project:

• To familiarize yourself with the current state of knowledge on your topic
• To ensure that you’re not just repeating what others have already done
• To identify gaps in knowledge and unresolved problems that your research can address
• To develop your theoretical framework and methodology
• To provide an overview of the key findings and debates on the topic

Writing the literature review shows your reader how your work relates to existing research and what new insights it will contribute.

The literature review usually comes near the beginning of your thesis or dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

A literature review is a survey of credible sources on a topic, often used in dissertations , theses, and research papers . Literature reviews give an overview of knowledge on a subject, helping you identify relevant theories and methods, as well as gaps in existing research. Literature reviews are set up similarly to other  academic texts , with an introduction , a main body, and a conclusion .

An  annotated bibliography is a list of  source references that has a short description (called an annotation ) for each of the sources. It is often assigned as part of the research process for a  paper .  

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Writing a Literature Review

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A literature review is a document or section of a document that collects key sources on a topic and discusses those sources in conversation with each other (also called synthesis ). The lit review is an important genre in many disciplines, not just literature (i.e., the study of works of literature such as novels and plays). When we say “literature review” or refer to “the literature,” we are talking about the research ( scholarship ) in a given field. You will often see the terms “the research,” “the scholarship,” and “the literature” used mostly interchangeably.

Where, when, and why would I write a lit review?

There are a number of different situations where you might write a literature review, each with slightly different expectations; different disciplines, too, have field-specific expectations for what a literature review is and does. For instance, in the humanities, authors might include more overt argumentation and interpretation of source material in their literature reviews, whereas in the sciences, authors are more likely to report study designs and results in their literature reviews; these differences reflect these disciplines’ purposes and conventions in scholarship. You should always look at examples from your own discipline and talk to professors or mentors in your field to be sure you understand your discipline’s conventions, for literature reviews as well as for any other genre.

A literature review can be a part of a research paper or scholarly article, usually falling after the introduction and before the research methods sections. In these cases, the lit review just needs to cover scholarship that is important to the issue you are writing about; sometimes it will also cover key sources that informed your research methodology.

Lit reviews can also be standalone pieces, either as assignments in a class or as publications. In a class, a lit review may be assigned to help students familiarize themselves with a topic and with scholarship in their field, get an idea of the other researchers working on the topic they’re interested in, find gaps in existing research in order to propose new projects, and/or develop a theoretical framework and methodology for later research. As a publication, a lit review usually is meant to help make other scholars’ lives easier by collecting and summarizing, synthesizing, and analyzing existing research on a topic. This can be especially helpful for students or scholars getting into a new research area, or for directing an entire community of scholars toward questions that have not yet been answered.

What are the parts of a lit review?

Most lit reviews use a basic introduction-body-conclusion structure; if your lit review is part of a larger paper, the introduction and conclusion pieces may be just a few sentences while you focus most of your attention on the body. If your lit review is a standalone piece, the introduction and conclusion take up more space and give you a place to discuss your goals, research methods, and conclusions separately from where you discuss the literature itself.

Introduction:

• An introductory paragraph that explains what your working topic and thesis is
• A forecast of key topics or texts that will appear in the review
• Potentially, a description of how you found sources and how you analyzed them for inclusion and discussion in the review (more often found in published, standalone literature reviews than in lit review sections in an article or research paper)
• Summarize and synthesize: Give an overview of the main points of each source and combine them into a coherent whole
• Analyze and interpret: Don’t just paraphrase other researchers – add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
• Critically Evaluate: Mention the strengths and weaknesses of your sources
• Write in well-structured paragraphs: Use transition words and topic sentence to draw connections, comparisons, and contrasts.

Conclusion:

• Summarize the key findings you have taken from the literature and emphasize their significance
• Connect it back to your primary research question

How should I organize my lit review?

Lit reviews can take many different organizational patterns depending on what you are trying to accomplish with the review. Here are some examples:

• Chronological : The simplest approach is to trace the development of the topic over time, which helps familiarize the audience with the topic (for instance if you are introducing something that is not commonly known in your field). If you choose this strategy, be careful to avoid simply listing and summarizing sources in order. Try to analyze the patterns, turning points, and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred (as mentioned previously, this may not be appropriate in your discipline — check with a teacher or mentor if you’re unsure).
• Thematic : If you have found some recurring central themes that you will continue working with throughout your piece, you can organize your literature review into subsections that address different aspects of the topic. For example, if you are reviewing literature about women and religion, key themes can include the role of women in churches and the religious attitude towards women.
• Qualitative versus quantitative research
• Empirical versus theoretical scholarship
• Divide the research by sociological, historical, or cultural sources
• Theoretical : In many humanities articles, the literature review is the foundation for the theoretical framework. You can use it to discuss various theories, models, and definitions of key concepts. You can argue for the relevance of a specific theoretical approach or combine various theorical concepts to create a framework for your research.

What are some strategies or tips I can use while writing my lit review?

Any lit review is only as good as the research it discusses; make sure your sources are well-chosen and your research is thorough. Don’t be afraid to do more research if you discover a new thread as you’re writing. More info on the research process is available in our "Conducting Research" resources .

As you’re doing your research, create an annotated bibliography ( see our page on the this type of document ). Much of the information used in an annotated bibliography can be used also in a literature review, so you’ll be not only partially drafting your lit review as you research, but also developing your sense of the larger conversation going on among scholars, professionals, and any other stakeholders in your topic.

Usually you will need to synthesize research rather than just summarizing it. This means drawing connections between sources to create a picture of the scholarly conversation on a topic over time. Many student writers struggle to synthesize because they feel they don’t have anything to add to the scholars they are citing; here are some strategies to help you:

• It often helps to remember that the point of these kinds of syntheses is to show your readers how you understand your research, to help them read the rest of your paper.
• Writing teachers often say synthesis is like hosting a dinner party: imagine all your sources are together in a room, discussing your topic. What are they saying to each other?
• Look at the in-text citations in each paragraph. Are you citing just one source for each paragraph? This usually indicates summary only. When you have multiple sources cited in a paragraph, you are more likely to be synthesizing them (not always, but often
• Read more about synthesis here.

The most interesting literature reviews are often written as arguments (again, as mentioned at the beginning of the page, this is discipline-specific and doesn’t work for all situations). Often, the literature review is where you can establish your research as filling a particular gap or as relevant in a particular way. You have some chance to do this in your introduction in an article, but the literature review section gives a more extended opportunity to establish the conversation in the way you would like your readers to see it. You can choose the intellectual lineage you would like to be part of and whose definitions matter most to your thinking (mostly humanities-specific, but this goes for sciences as well). In addressing these points, you argue for your place in the conversation, which tends to make the lit review more compelling than a simple reporting of other sources.

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Video: Literature Reviews: An Overview for Graduate Students

What is a literature review? What purpose does it serve in research? What should you expect when writing one? Find out here

Writing a literature review is an inevitable part of being a graduate student. So, before spending hours of your time working on a project involving a literature review, it helps to understand what a "literature review" is, and why it is important. 

You may need to do a literature review as a part of a course assignment, a capstone project, or a master's thesis or dissertation. No matter the context, a literature review is an essential part of the research process. 

Some important functions of a literature review are that it helps you to understand a research topic and develop your own perspective on a problem. Not only that, it lets you show your instructor or thesis committee what you know about the topic. 

Your instructor or advisor may assume you know what a literature review is and that you understand what they are expecting from you. You might hear phrases like: "What does the literature show us?" "Connect your ideas to the literature." "Survey the literature on the topic." 

Well, before you can review the literature, you need to make sure you know what is meant by "the literature." A good definition of the literature is that it is a collection of all the scholarly writings on a topic. These writings can be in the form of scholarly, peer reviewed articles, books, and other sources like conference proceedings. These may be called annual meetings or conventions. The literature also includes dissertations written by other graduate students. Collectively, these make up the literature. 

Visually, the literature might look like this. Often there are major works that have been written on a topic, and then other, later, works that build on them. These later works tend to be extending or responding to the original papers in some way. Basically, the literature is a continuously evolving network of scholarly works that interact with each other. 

As you do your own research, you'll begin to understand the relationships in this evolving web and how your own ideas connect to it. 

I'm John Classen, Associate Professor of Biological and Agricultural Engineering at North Carolina State University. Research is about telling a story, kind of like a chain story where each writer starts with a partial story created by others and takes it where the imagination leads. The existing literature is the story so far. You have to know where you are before you can go forward. But research is not just one linear story; many different lines of study contribute to the story you are trying to write. 

Your job in the literature review is to see where all the loose ends are in the various fields that are most closely related to what you want to do and to figure out what needs to be done next. The background to any good story has to be explained carefully or the reader doesn't know why one thing is important and something else is not; the reader has to understand what's going on. 

In the same way, researchers need the background in the literature of their discipline to know what's going on in their field of study. So, how do you turn a network of articles into a cohesive review of the literature? How do you find and tell the "story" behind your research topic? 

Reviewing the literature is like participating in a conversation. As you read and evaluate articles you begin to understand how they are connected and how they form the story that the authors are telling. Then you start to formulate your own response or contribution. 

This process - discovering relationships in the literature and developing and connecting your own ideas to it - is what helps you turn a network of articles into a coherent review of the literature. 

So what does a literature review look like? There are different types of literature reviews that you may encounter, or be required to write, while in graduate school. Literature reviews can range from being selective to comprehensive. They can also be part of a larger work or stand alone. 

A course assignment is an example of a selective review. It focuses on a small segment of the literature on a topic and makes up the entire work. The literature review in a thesis or dissertation is an example of a comprehensive review that is part of a larger work. 

Most research articles begin with a selective literature review to establish the context for the research reported in the paper. Often this is part of the introduction. Other literature reviews are meant to be fairly comprehensive and also to stand alone. This means that the entire article is devoted to reviewing the literature. 

A literature review that introduces an article can look like this. Here is an article about cognitive behavioral therapy. Here is the literature review, in this article it is part of the introduction. You can tell that the introduction includes a literature review because it discusses important research that has already been published on this topic. 

Here is an example of a stand alone literature review article, in this case, about employment. The article's title states that this is a review of the literature on the topic. However, not all review articles will have the term 'literature review' in their title. In-depth review articles like this are an excellent starting place for research on a topic. 

So, at this point, you may be asking yourself just what's involved in writing a literature review? And how do I get started? 

Writing a literature review is a process with several key steps. Let's look at each part of this process in more detail. 

Your first step involves choosing, exploring, and focusing a topic. At this stage you might discover that you need to tweak your topic or the scope of your research as you learn more about the topic in the literature. Then, of course, you'll need to do some research using article databases, the library catalog, Google Scholar, and other sources to find scholarly information. 

All along you'll be using your brain. You'll want to evaluate what you find and select articles, books, and other publications that will be the most useful. Then, you will need to read through these articles and try to understand, analyze, and critique what you read. 

While researching and organizing your paper, you'll collect a lot of information from many different sources. You can use citation management software like RefWorks, EndNote, or Zotero to help you stay organized. Then, of course, you'll need to write and revise your paper and create your final bibliography. 

One more thing: Writing a literature review is a process, but it is not always a linear process. One step does lead to another, but sometimes your research or reading will point you back to earlier steps as you learn more about your topic and the literature. 

At this point you might be wondering how do I actually review the literature I find? Let's look at what it means to review the literature. 

In the most general sense it means that you collect and read all the relevant papers and other literature on your topic. You want to provide an overview but also highlight key concepts and important papers. As you read you may start by describing and summarizing each article. Then you can start to make connections by comparing and contrasting those papers. 

You will also need to evaluate, analyze, and organize the information from your reading. When you work with the literature you will read and critically examine articles and books to see what's important or out of scope and analyze arguments for strengths and weaknesses. 

When working with the literature it is important to look for relationships between publications. Some of the important relationships between publications that you discover might include major themes and important concepts, as well as critical gaps and disagreements. 

But don't fall into the trap of making your review a laundry list of summaries of the works you read. A literature review is not an annotated bibliography. 

Your goal should be to go one step further and integrate and synthesize what you find in the literature into something new. Ideally, you will create your own conceptual map or outline of the literature on your topic. 

For example, let's say as you read you discover three major concepts that are important in the literature and relevant to your research. You should then identify how the literature - that is, the content in individual articles, books, and other publications - relates to the concepts you discovered. Some publications may be relevant to several concepts; others may apply to only one concept. What's important is that you develop and present your own organization and understanding of the literature. 

Then, when you write your literature review you will end up with a document that is organized by the concepts and relationships you found and developed based on your reading and thinking. Your review will not only cover what's been published on your topic, but will include your own thoughts and ideas. You will be telling the specific story that sets the background and shows the significance of your research. 

Researching and writing a good literature review is a challenging and sometimes intimidating process. Don't be afraid to seek assistance, whether from your adviser or instructor, campus writing center, or your librarian. Many librarians have subject specialties and can be especially helpful in identifying valuable resources and showing you how to obtain relevant information.

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Literature reviews, what is a literature review, learning more about how to do a literature review.

• Planning the Review
• The Research Question
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• Organizing the Review
• Writing the Review

A literature review is a review and synthesis of existing research on a topic or research question. A literature review is meant to analyze the scholarly literature, make connections across writings and identify strengths, weaknesses, trends, and missing conversations. A literature review should address different aspects of a topic as it relates to your research question. A literature review goes beyond a description or summary of the literature you have read. 

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What is a literature review.

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As part of your dissertation, thesis, or research paper, you may be asked to include a “review of the literature” or “literature review.” You may even be asked to write a literature review as a standalone assignment. But what exactly does that mean? To answer that question, let’s first talk about what we mean by “The literature.”

“The literature” refers to a published collection of written knowledge on or related to a particular subject. This may include things like scholarly articles, books, reports, or other types of written works. Their format all depends on the topic of your paper, dissertation, or thesis.

A literature review is not just a summary of these writings; it’s also a critical analysis of the state of research on your chosen topic. A good literature review provides context for your own research. It summarizes the state of existing research on your topic; helps identify gaps in the literature; provides a theoretical foundation for your research; and situates your own work within the existing body of written knowledge. It helps readers and other scholars understand why your research matters. To create a good literature review, you’ll need to determine its scope. Consider the concepts, theories, and studies you’ll want to include. You can search different library and non-library resources to find written works to include in your literature review, focusing on the key concepts, theories, and authors important to your research.

As you research, you’ll eventually reach a point where you start seeing the same articles, books, or other sources showing up again and again in your search results or in the works cited sections of sources you read. This is usually a good sign! It means you’ve likely reached a point where you can stop actively searching for new material and start constructing your review.

You’ll need to read and evaluate all of your sources to determine whether or not to include them in your literature review. When including them, think beyond just summarizing to synthesizing what you’ve learned. How do these sources fit together? Do any contradict one another? Do certain studies build on others? How are they setting a path forward for your own research?

Considering all of these questions will help you create a literature review that situates your own research within the scholarly conversation of your subject area.

Remember that help is always available for you as you work on your literature review. You can contact the UH Libraries for research help or the UH Writing Center for writing help

• What is a Literature Review transcript

What is a Literature Review? How to Write It (with Examples)

A literature review is a critical analysis and synthesis of existing research on a particular topic. It provides an overview of the current state of knowledge, identifies gaps, and highlights key findings in the literature. 1 The purpose of a literature review is to situate your own research within the context of existing scholarship, demonstrating your understanding of the topic and showing how your work contributes to the ongoing conversation in the field. Learning how to write a literature review is a critical tool for successful research. Your ability to summarize and synthesize prior research pertaining to a certain topic demonstrates your grasp on the topic of study, and assists in the learning process. 

Table of Contents

• What is the purpose of literature review? 
• a. Habitat Loss and Species Extinction: 
• b. Range Shifts and Phenological Changes: 
• c. Ocean Acidification and Coral Reefs: 
• d. Adaptive Strategies and Conservation Efforts: 

How to write a good literature review 

• Choose a Topic and Define the Research Question: 
• Decide on the Scope of Your Review: 
• Select Databases for Searches: 
• Conduct Searches and Keep Track: 
• Review the Literature: 
• Organize and Write Your Literature Review: 
• How to write a literature review faster with Paperpal? 
• Frequently asked questions 

What is a literature review?

A well-conducted literature review demonstrates the researcher’s familiarity with the existing literature, establishes the context for their own research, and contributes to scholarly conversations on the topic. One of the purposes of a literature review is also to help researchers avoid duplicating previous work and ensure that their research is informed by and builds upon the existing body of knowledge.

What is the purpose of literature review?

A literature review serves several important purposes within academic and research contexts. Here are some key objectives and functions of a literature review: 2  

1. Contextualizing the Research Problem: The literature review provides a background and context for the research problem under investigation. It helps to situate the study within the existing body of knowledge. 

2. Identifying Gaps in Knowledge: By identifying gaps, contradictions, or areas requiring further research, the researcher can shape the research question and justify the significance of the study. This is crucial for ensuring that the new research contributes something novel to the field. 

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3. Understanding Theoretical and Conceptual Frameworks: Literature reviews help researchers gain an understanding of the theoretical and conceptual frameworks used in previous studies. This aids in the development of a theoretical framework for the current research. 

4. Providing Methodological Insights: Another purpose of literature reviews is that it allows researchers to learn about the methodologies employed in previous studies. This can help in choosing appropriate research methods for the current study and avoiding pitfalls that others may have encountered. 

5. Establishing Credibility: A well-conducted literature review demonstrates the researcher’s familiarity with existing scholarship, establishing their credibility and expertise in the field. It also helps in building a solid foundation for the new research. 

6. Informing Hypotheses or Research Questions: The literature review guides the formulation of hypotheses or research questions by highlighting relevant findings and areas of uncertainty in existing literature. 

Literature review example

Let’s delve deeper with a literature review example: Let’s say your literature review is about the impact of climate change on biodiversity. You might format your literature review into sections such as the effects of climate change on habitat loss and species extinction, phenological changes, and marine biodiversity. Each section would then summarize and analyze relevant studies in those areas, highlighting key findings and identifying gaps in the research. The review would conclude by emphasizing the need for further research on specific aspects of the relationship between climate change and biodiversity. The following literature review template provides a glimpse into the recommended literature review structure and content, demonstrating how research findings are organized around specific themes within a broader topic. 

Literature Review on Climate Change Impacts on Biodiversity:

Climate change is a global phenomenon with far-reaching consequences, including significant impacts on biodiversity. This literature review synthesizes key findings from various studies: 

a. Habitat Loss and Species Extinction:

Climate change-induced alterations in temperature and precipitation patterns contribute to habitat loss, affecting numerous species (Thomas et al., 2004). The review discusses how these changes increase the risk of extinction, particularly for species with specific habitat requirements. 

b. Range Shifts and Phenological Changes:

Observations of range shifts and changes in the timing of biological events (phenology) are documented in response to changing climatic conditions (Parmesan & Yohe, 2003). These shifts affect ecosystems and may lead to mismatches between species and their resources. 

c. Ocean Acidification and Coral Reefs:

The review explores the impact of climate change on marine biodiversity, emphasizing ocean acidification’s threat to coral reefs (Hoegh-Guldberg et al., 2007). Changes in pH levels negatively affect coral calcification, disrupting the delicate balance of marine ecosystems. 

d. Adaptive Strategies and Conservation Efforts:

Recognizing the urgency of the situation, the literature review discusses various adaptive strategies adopted by species and conservation efforts aimed at mitigating the impacts of climate change on biodiversity (Hannah et al., 2007). It emphasizes the importance of interdisciplinary approaches for effective conservation planning. 

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Writing a literature review involves summarizing and synthesizing existing research on a particular topic. A good literature review format should include the following elements. 

Introduction: The introduction sets the stage for your literature review, providing context and introducing the main focus of your review. 

• Opening Statement: Begin with a general statement about the broader topic and its significance in the field. 
• Scope and Purpose: Clearly define the scope of your literature review. Explain the specific research question or objective you aim to address. 
• Organizational Framework: Briefly outline the structure of your literature review, indicating how you will categorize and discuss the existing research. 
• Significance of the Study: Highlight why your literature review is important and how it contributes to the understanding of the chosen topic. 
• Thesis Statement: Conclude the introduction with a concise thesis statement that outlines the main argument or perspective you will develop in the body of the literature review. 

Body: The body of the literature review is where you provide a comprehensive analysis of existing literature, grouping studies based on themes, methodologies, or other relevant criteria. 

• Organize by Theme or Concept: Group studies that share common themes, concepts, or methodologies. Discuss each theme or concept in detail, summarizing key findings and identifying gaps or areas of disagreement. 
• Critical Analysis: Evaluate the strengths and weaknesses of each study. Discuss the methodologies used, the quality of evidence, and the overall contribution of each work to the understanding of the topic. 
• Synthesis of Findings: Synthesize the information from different studies to highlight trends, patterns, or areas of consensus in the literature. 
• Identification of Gaps: Discuss any gaps or limitations in the existing research and explain how your review contributes to filling these gaps. 
• Transition between Sections: Provide smooth transitions between different themes or concepts to maintain the flow of your literature review. 

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Conclusion: The conclusion of your literature review should summarize the main findings, highlight the contributions of the review, and suggest avenues for future research. 

• Summary of Key Findings: Recap the main findings from the literature and restate how they contribute to your research question or objective. 
• Contributions to the Field: Discuss the overall contribution of your literature review to the existing knowledge in the field. 
• Implications and Applications: Explore the practical implications of the findings and suggest how they might impact future research or practice. 
• Recommendations for Future Research: Identify areas that require further investigation and propose potential directions for future research in the field. 
• Final Thoughts: Conclude with a final reflection on the importance of your literature review and its relevance to the broader academic community. 

Conducting a literature review

Conducting a literature review is an essential step in research that involves reviewing and analyzing existing literature on a specific topic. It’s important to know how to do a literature review effectively, so here are the steps to follow: 1  

Choose a Topic and Define the Research Question:

• Select a topic that is relevant to your field of study. 
• Clearly define your research question or objective. Determine what specific aspect of the topic do you want to explore? 

Decide on the Scope of Your Review:

• Determine the timeframe for your literature review. Are you focusing on recent developments, or do you want a historical overview? 
• Consider the geographical scope. Is your review global, or are you focusing on a specific region? 
• Define the inclusion and exclusion criteria. What types of sources will you include? Are there specific types of studies or publications you will exclude? 

Select Databases for Searches:

• Identify relevant databases for your field. Examples include PubMed, IEEE Xplore, Scopus, Web of Science, and Google Scholar. 
• Consider searching in library catalogs, institutional repositories, and specialized databases related to your topic. 

Conduct Searches and Keep Track:

• Develop a systematic search strategy using keywords, Boolean operators (AND, OR, NOT), and other search techniques. 
• Record and document your search strategy for transparency and replicability. 
• Keep track of the articles, including publication details, abstracts, and links. Use citation management tools like EndNote, Zotero, or Mendeley to organize your references. 

Review the Literature:

• Evaluate the relevance and quality of each source. Consider the methodology, sample size, and results of studies. 
• Organize the literature by themes or key concepts. Identify patterns, trends, and gaps in the existing research. 
• Summarize key findings and arguments from each source. Compare and contrast different perspectives. 
• Identify areas where there is a consensus in the literature and where there are conflicting opinions. 
• Provide critical analysis and synthesis of the literature. What are the strengths and weaknesses of existing research? 

Organize and Write Your Literature Review:

• Literature review outline should be based on themes, chronological order, or methodological approaches. 
• Write a clear and coherent narrative that synthesizes the information gathered. 
• Use proper citations for each source and ensure consistency in your citation style (APA, MLA, Chicago, etc.). 
• Conclude your literature review by summarizing key findings, identifying gaps, and suggesting areas for future research. 

Whether you’re exploring a new research field or finding new angles to develop an existing topic, sifting through hundreds of papers can take more time than you have to spare. But what if you could find science-backed insights with verified citations in seconds? That’s the power of Paperpal’s new Research feature!  

How to write a literature review faster with Paperpal?

Paperpal, an AI writing assistant, integrates powerful academic search capabilities within its writing platform. With the Research feature, you get 100% factual insights, with citations backed by 250M+ verified research articles, directly within your writing interface with the option to save relevant references in your Citation Library. By eliminating the need to switch tabs to find answers to all your research questions, Paperpal saves time and helps you stay focused on your writing.   

Here’s how to use the Research feature:  

• Ask a question: Get started with a new document on paperpal.com. Click on the “Research” feature and type your question in plain English. Paperpal will scour over 250 million research articles, including conference papers and preprints, to provide you with accurate insights and citations. 
• Review and Save: Paperpal summarizes the information, while citing sources and listing relevant reads. You can quickly scan the results to identify relevant references and save these directly to your built-in citations library for later access. 
• Cite with Confidence: Paperpal makes it easy to incorporate relevant citations and references into your writing, ensuring your arguments are well-supported by credible sources. This translates to a polished, well-researched literature review. 

The literature review sample and detailed advice on writing and conducting a review will help you produce a well-structured report. But remember that a good literature review is an ongoing process, and it may be necessary to revisit and update it as your research progresses. By combining effortless research with an easy citation process, Paperpal Research streamlines the literature review process and empowers you to write faster and with more confidence. Try Paperpal Research now and see for yourself.  

Frequently asked questions

A literature review is a critical and comprehensive analysis of existing literature (published and unpublished works) on a specific topic or research question and provides a synthesis of the current state of knowledge in a particular field. A well-conducted literature review is crucial for researchers to build upon existing knowledge, avoid duplication of efforts, and contribute to the advancement of their field. It also helps researchers situate their work within a broader context and facilitates the development of a sound theoretical and conceptual framework for their studies.

Literature review is a crucial component of research writing, providing a solid background for a research paper’s investigation. The aim is to keep professionals up to date by providing an understanding of ongoing developments within a specific field, including research methods, and experimental techniques used in that field, and present that knowledge in the form of a written report. Also, the depth and breadth of the literature review emphasizes the credibility of the scholar in his or her field.  

Before writing a literature review, it’s essential to undertake several preparatory steps to ensure that your review is well-researched, organized, and focused. This includes choosing a topic of general interest to you and doing exploratory research on that topic, writing an annotated bibliography, and noting major points, especially those that relate to the position you have taken on the topic. 

Literature reviews and academic research papers are essential components of scholarly work but serve different purposes within the academic realm. 3 A literature review aims to provide a foundation for understanding the current state of research on a particular topic, identify gaps or controversies, and lay the groundwork for future research. Therefore, it draws heavily from existing academic sources, including books, journal articles, and other scholarly publications. In contrast, an academic research paper aims to present new knowledge, contribute to the academic discourse, and advance the understanding of a specific research question. Therefore, it involves a mix of existing literature (in the introduction and literature review sections) and original data or findings obtained through research methods. 

Literature reviews are essential components of academic and research papers, and various strategies can be employed to conduct them effectively. If you want to know how to write a literature review for a research paper, here are four common approaches that are often used by researchers.  Chronological Review: This strategy involves organizing the literature based on the chronological order of publication. It helps to trace the development of a topic over time, showing how ideas, theories, and research have evolved.  Thematic Review: Thematic reviews focus on identifying and analyzing themes or topics that cut across different studies. Instead of organizing the literature chronologically, it is grouped by key themes or concepts, allowing for a comprehensive exploration of various aspects of the topic.  Methodological Review: This strategy involves organizing the literature based on the research methods employed in different studies. It helps to highlight the strengths and weaknesses of various methodologies and allows the reader to evaluate the reliability and validity of the research findings.  Theoretical Review: A theoretical review examines the literature based on the theoretical frameworks used in different studies. This approach helps to identify the key theories that have been applied to the topic and assess their contributions to the understanding of the subject.  It’s important to note that these strategies are not mutually exclusive, and a literature review may combine elements of more than one approach. The choice of strategy depends on the research question, the nature of the literature available, and the goals of the review. Additionally, other strategies, such as integrative reviews or systematic reviews, may be employed depending on the specific requirements of the research.

The literature review format can vary depending on the specific publication guidelines. However, there are some common elements and structures that are often followed. Here is a general guideline for the format of a literature review:  Introduction:   Provide an overview of the topic.  Define the scope and purpose of the literature review.  State the research question or objective.  Body:   Organize the literature by themes, concepts, or chronology.  Critically analyze and evaluate each source.  Discuss the strengths and weaknesses of the studies.  Highlight any methodological limitations or biases.  Identify patterns, connections, or contradictions in the existing research.  Conclusion:   Summarize the key points discussed in the literature review.  Highlight the research gap.  Address the research question or objective stated in the introduction.  Highlight the contributions of the review and suggest directions for future research.

Both annotated bibliographies and literature reviews involve the examination of scholarly sources. While annotated bibliographies focus on individual sources with brief annotations, literature reviews provide a more in-depth, integrated, and comprehensive analysis of existing literature on a specific topic. The key differences are as follows: 

References 

• Denney, A. S., & Tewksbury, R. (2013). How to write a literature review.  Journal of criminal justice education ,  24 (2), 218-234. 
• Pan, M. L. (2016).  Preparing literature reviews: Qualitative and quantitative approaches . Taylor & Francis. 
• Cantero, C. (2019). How to write a literature review.  San José State University Writing Center . 

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• Empirical Research: A Comprehensive Guide for Academics 
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• How to Use Paperpal to Generate Emails & Cover Letters?

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A Structured Literature Review on the Modeling Educational Video for Student Learning in Higher Education Institution

• First Online: 11 August 2024

Cite this chapter

• Khadijah Abdul Rahman 5 ,
• Noor Arina Md Arifin 5 ,
• Siti Aishah Mokhtar 5 ,
• Tengku Mohd Farid Tengku Abdul Aziz 6 ,
• Amira Idayu Mohd Shukry 5 ,
• Nik Nur Izzati Nik Rosli 5 &
• Wan Nor Hazimah Wan Azib 7  

Part of the book series: CSR, Sustainability, Ethics & Governance ((CSEG))

Creating educational videos can involve utilizing specific platforms to make learning more engaging for students pursuing higher education. Active learning methodologies are crucial in helping these students systematically enhance their academic performance. In pursuit of this goal, videos and knowledge management procedures play essential roles. This report critically analyzes the significance of modeling educational videos for student learning. Employing a systematic literature review methodology, this study focuses on modeling educational videos for student learning within higher education institutions. Eight articles retrieved from the SCOPUS online database, published between 2020 and 2023, were examined. The findings of this study indicate that students’ motivation to use micro-videos increased significantly as they became more actively engaged in their educational journey. Furthermore, short videos were found to boost students’ enthusiasm for learning. This chapter aims to assist institutions of higher education by offering recommendations on how to effectively model educational videos to support student learning.

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Khadijah Abdul Rahman, Noor Arina Md Arifin, Siti Aishah Mokhtar, Amira Idayu Mohd Shukry & Nik Nur Izzati Nik Rosli

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Rahman, K.A. et al. (2024). A Structured Literature Review on the Modeling Educational Video for Student Learning in Higher Education Institution. In: Khamis, R., Buallay, A. (eds) Board Diversity and Corporate Governance. CSR, Sustainability, Ethics & Governance. Springer, Cham. https://doi.org/10.1007/978-3-031-53877-3_30

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Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content

Educational videos provide an important content-delivery tool in many classes. Effective use of video is enhanced when instructors consider cognitive load, student engagement, and active learning. This essay reviews literature relevant to these elements and suggests practical ways instructors can use these principles when using video as an educational tool.

Educational videos have become an important part of higher education, providing an important content-delivery tool in many flipped, blended, and online classes. Effective use of video as an educational tool is enhanced when instructors consider three elements: how to manage cognitive load of the video; how to maximize student engagement with the video; and how to promote active learning from the video. This essay reviews literature relevant to each of these principles and suggests practical ways instructors can use these principles when using video as an educational tool.

Video has become an important part of higher education. It is integrated as part of traditional courses, serves as a cornerstone of many blended courses, and is often the main information-delivery mechanism in online courses. Several meta-analyses have shown that technology can enhance learning (e.g., Means et al ., 2010 ; Schmid et al ., 2014 ), and multiple studies have shown that video, specifically, can be a highly effective educational tool (e.g., Allen and Smith, 2012 ; Kay, 2012 ; Lloyd and Robertson, 2012 ; Rackaway, 2012 ; Hsin and Cigas, 2013 ; Stockwell et al ., 2015 ). Video may have particular value for student preparation in biology classes, in part because students may find it more engaging ( Stockwell et al ., 2015 ) and because it can be well suited to illuminating the abstract or hard-to-visualize phenomena that are the focus of so many biology classes (e.g., Dash et al ., 2016 ; see Video Views and Reviews features in CBE—Life Sciences Education for other examples). The medium is not inherently effective, however; Guo et al . (2014) have shown that students often disregard large segments of educational videos, while MacHardy and Pardos (2015) demonstrate that some videos contribute little to student performance. What, then, are the principles that allow instructors to choose or develop videos that are effective in moving students toward the desired learning outcomes? Consideration of three elements for video design and implementation can help instructors maximize video’s utility in the biology classroom:

• Cognitive load
• Student engagement
• Active learning

Together, these elements provide a solid base for the development and use of video as an effective educational tool.

COGNITIVE LOAD

One of the primary considerations when constructing educational materials, including video, is cognitive load. Cognitive load theory, initially articulated by Sweller (1988 , 1989 , 1994 ), suggests that memory has several components. Sensory memory is transient, collecting information from the environment. Information from sensory memory may be selected for temporary storage and processing in working memory, which has very limited capacity. This processing is a prerequisite for encoding into long-term memory, which has virtually unlimited capacity. Because working memory is very limited, the learner must be selective about what information from sensory memory to pay attention to during the learning process, an observation that has important implications for creating educational materials.

Based on this model of memory, cognitive load theory suggests that any learning experience has three components. The first of these is intrinsic load, which is inherent to the subject under study and is determined in part by the degrees of connectivity within the subject. The common example given to illustrate a subject with low intrinsic load is a word pair (e.g., blue = azul ); grammar, on the other hand, is a subject with a high intrinsic load due to its many levels of connectivity and conditional relationships. In an example from biology, learning the names of the stages of mitosis would have lower intrinsic load than understanding the process of cell cycle control. The second component of any learning experience is germane load, which is the level of cognitive activity necessary to reach the desired learning outcome—for example, to make the comparisons, do the analysis, and elucidate the steps necessary to master the lesson. The ultimate goal of these activities is for the learner to incorporate the subject under study into a schema of richly connected ideas. The third component of a learning experience is extraneous load, which is cognitive effort that does not help the learner toward the desired learning outcome. It is often characterized as load that arises from a poorly designed lesson (e.g., confusing instructions, extra information) but may also be load that arises due to stereotype threat or imposter syndrome. These concepts are more fully articulated and to some extent critiqued in an excellent review by deJong (2010) .

These definitions have implications for design of educational materials and experiences. Specifically, instructors should seek to minimize extraneous cognitive load and should consider the intrinsic cognitive load of the subject when constructing learning experiences, carefully structuring them when the material has high intrinsic load. Because working memory has a limited capacity, and information must be processed by working memory to be encoded in long-term memory, it is important to prompt working memory to accept, process, and send to long-term memory only the most crucial information ( Ibrahim et al ., 2012 ).

The cognitive theory of multimedia learning builds on the cognitive load theory, noting that working memory has two channels for information acquisition and processing: a visual/pictorial channel and an auditory/verbal-processing channel ( Mayer, 2001 ; Mayer and Moreno, 2003 ). Although each channel has limited capacity, the use of the two channels can facilitate the integration of new information into existing cognitive structures. Using both channels maximizes working memory’s capacity—but either channel can be overwhelmed by high cognitive load. Thus, design strategies that manage the cognitive load for both channels in multimedia learning materials promise to enhance learning.

These theories give rise to several recommendations about educational videos (see Table 1 ). Based on the premise that effective learning experiences minimize extraneous cognitive load, optimize germane cognitive load, and manage intrinsic cognitive lead, four effective practices emerge.

Practices to maximize student learning from educational videos

Signaling , which is also known as cueing ( deKoning et al ., 2009 ), is the use of on-screen text or symbols to highlight important information. For example, signaling may be provided by the appearance of two or three key words ( Mayer and Johnson, 2008 ; Ibrahim et al ., 2012 ), a change in color or contrast ( deKoning et al ., 2009 ), or a symbol that draws attention to a region of a screen (e.g., an arrow; deKoning et al ., 2009 ). By highlighting the key information, signaling helps direct learner attention, thus targeting particular elements of the video for processing in the working memory. This can reduce extraneous load by helping novice learners with the task of determining which elements within a complex tool are important, and it can also increase germane load by emphasizing the organization of and connections within the information. Mayer and Moreno (2003) and deKoning et al . (2009) have shown that this approach improves students’ ability to retain and transfer new knowledge from animations, and Ibrahim et al . (2012) have shown that these effects extend to video.

The benefits of signaling are complemented by segmenting , or the chunking of information in a video lesson. Segmenting allows learners to engage with small pieces of new information and gives them control over the flow of new information. As such, it manages intrinsic load and can also increase germane load by emphasizing the structure of the information. Segmenting can be accomplished both by making shorter videos and by including “click forward” pauses within a video, such as using YouTube Annotate or HapYak to provide students with a question and prompting them to click forward after completion. Both types of segmenting have been shown to be important for student engagement with videos ( Zhang et al ., 2006 ; Guo et al ., 2014 ) and learning from video ( Zhang et al ., 2006 ; Ibrahim et al ., 2012 ).

Weeding , or the elimination of interesting but extraneous information that does not contribute to the learning goal, can provide further benefits. For example, music, complex backgrounds, or extra features within an animation require the learner to judge whether he or she should be paying attention to them, which increases extraneous load and can reduce learning. Importantly, information that increases extraneous load changes as the learner moves from novice toward expert status. That is, information that may be extraneous for a novice learner may actually be helpful for a more expert-like learner, while information that is essential for a novice may serve as an already known distraction for an expert. Thus, it is important that the instructor consider his or her learners when weeding educational videos, including information that is necessary for their processing but eliminating information that they do not need to reach the learning goal and that may overload their working memory. Ibrahim et al . (2012) has shown that this treatment can improve retention and transfer of new information from video.

Finally, the utility of video lessons can be maximized by matching modality to content. By using both the audio/verbal channel and the visual/pictorial channel to convey new information, and by fitting the particular type of information to the most appropriate channel, instructors can enhance the germane cognitive load of a learning experience. For example, showing an animation of a process on screen while narrating it uses both channels to elucidate the process, thus giving the learner dual and complementary streams of information to highlight features that should be processed in working memory. In contrast, showing the animation while also showing printed text uses only the visual channel and thus overloads this channel and impedes learning ( Mayer and Moreno, 2003 ). In another example, using a “talking head” video to explain a complex process makes productive use only of the verbal channel (because watching the speaker does not convey additional information), whereas a Khan Academy–style tutorial that provides symbolic sketches to illustrate the verbal explanation uses both channels to give complementary information. Using both channels to convey appropriate and complementary information has been shown to increase students’ retention and ability to transfer information ( Mayer and Moreno, 2003 ) and to increase student engagement with videos ( Guo et al ., 2014 ; Thomson et al ., 2014 ).

STUDENT ENGAGEMENT

Another lens through which to consider educational video is student engagement. The idea is simple: if students do not watch videos, they cannot learn from them. Lessons on promoting student engagement derive from earlier research on multimedia instruction and more recent work on videos used within MOOCs (massive open online courses; see Table 1 ).

The first and most important guideline for maximizing student attention to educational video is to keep it short . Guo and colleagues examined the length of time students watched streaming videos within four edX MOOCs, analyzing results from 6.9 million video-watching sessions ( Guo et al ., 2014 ). They observed that the median engagement time for videos less than 6 minutes long was close to 100%–that is, students tended to watch the whole video (although there are significant outliers; see the paper for more complete information). As videos lengthened, however, student engagement dropped, such that the median engagement time with 9- to 12-minute videos was ∼50%, and the median engagement time with 12- to 40-minute videos was ∼20%. In fact, the maximum median engagement time for a video of any length was 6 minutes. Making videos longer than 6–9 minutes is therefore likely to be wasted effort. In complementary work, Risko et al . (2012) showed 1-hour videos to students in a lab setting, probing student self-reports of mind wandering four times in each lecture and testing student retention of lecture material after the lecture. They found that student report of mind wandering increased and retention of material decreased across the video lecture ( Risko et al ., 2012) .

Another method to keep students engaged is to use a conversational style . Called the personalization principle by Mayer, the use of conversational rather than formal language during multimedia instruction has been shown to have a large effect on students’ learning, perhaps because a conversational style encourages students to develop a sense of social partnership with the narrator that leads to greater engagement and effort ( Mayer, 2008 ). In addition, some research suggests that it can be important for video narrators to speak relatively quickly and with enthusiasm . In their study examining student engagement with MOOC videos, Guo and colleagues observed that student engagement was dependent on the narrator’s speaking rate, with student engagement increasing as speaking rate increased ( Guo et al ., 2014 ). It can be tempting for video narrators to speak slowly to help ensure that students grasp important ideas, but including in-video questions, “chapters,” and speed control can give students control over this feature—and increasing narrator speed appears to promote student interest.

Instructors can also promote student engagement with educational videos by creating or packaging them in a way that conveys that the material is for these students in this class . One of the benefits for instructors in using educational videos can be the ability to reuse them for other classes and other semesters. When creating or choosing videos, however, it is important to consider whether they were created for the type of environment in which they will be used. For example, a face-to-face classroom session that is videotaped and presented within an online class may feel less engaging than a video that is created with an online environment as the initial target ( Guo et al ., 2014 ). A video’s adaptability can be enhanced, however: when reusing videos, instructors can package them for a particular class using text outside the video to contextualize the relevance for that particular class and lesson.

ACTIVE LEARNING

As biology educators, we have abundant evidence that active learning in the classroom provides clear advantages over passive encounters with course material through lecture (e.g., Knight and Wood, 2005 ; Haak et al ., 2011 ; Freeman et al ., 2014 ). Similarly, elements that promote cognitive activity during video viewing can enhance student learning from this medium (see Table 1 ).

Schacter and Szpunar (2015) propose a conceptual framework for enhancing learning from educational videos that identifies online learning as a type of self-regulated learning. Self-regulation of learning requires students to monitor their own learning, to identify learning difficulties, and to respond to these judgments; in other words, it requires students to actively build and interrogate mental models, practicing metacognition about the learning process. Novices within a field, however, have difficulty accurately judging their understanding, often overestimating their learning ( Bjork et al ., 2013 ). This problem may be enhanced when new information is delivered via video, which students report as easier to learn and more memorable than text ( Salomon, 1994 ; Choi and Johnson, 2005 ). Incorporating prompts for students to engage in the type of cognitive activity necessary to process information—to engage in active learning—can help them build and test mental models, explicitly converting video watching from a passive to an active-learning event. The means to do this can vary, but the following strategies have demonstrated success in some contexts.

Package Video with Interactive Questions

Szpunar et al . compared the test performance of students who answered questions interpolated between ∼5 min video lectures and students who did unrelated arithmetic problems between the videos, finding that the students in the interpolated question group performed significantly better on subsequent tests of the material and reported less mind wandering ( Szpunar et al ., 2013 ). Students who received the interpolated questions also exhibited increased note taking, reported the learning event as less “mentally taxing,” and reported less anxiety about the final test. These results suggest that interpolated questions may improve student learning from video through several mechanisms. First, they may help to optimize cognitive load by decreasing extraneous load (i.e., anxiety about an upcoming test) and increasing germane load (i.e., note taking, reduced mind wandering). Further, interpolated questions may produce some of their benefit by tapping into the “testing effect,” in which recall of important information strengthens students’ memory of and ability to use the recalled information ( Roediger and Karpicke, 2006 ; Brame and Biel, 2015 ). Finally, interpolated questions may help students engage in more accurate self-assessment ( Szpunar et al ., 2014 ), an important benefit for a medium that students may perceive as “easier” than text. Tools like HapYak and Zaption can also allow instructors to embed questions directly into video and to give specific feedback based on student response. This approach has similar benefits to interpolated questions in increasing student performance on subsequent assessments ( Vural, 2013 ) and has the additional benefit of making the video interactive (see following section).

Use Interactive Features That Give Students Control

Zhang and colleagues compared the impact of interactive and noninteractive video on students’ learning in a computer science course ( Zhang et al ., 2006 ). Students who were able to control movement through the video, selecting important sections to review and moving backward when desired, demonstrated better achievement of learning outcomes and greater satisfaction. One simple way to achieve this level of interactivity is by using YouTube Annotate, HapYak, or another tool to introduce labeled “chapters” into a video. This not only has the benefit of giving students control but also can demonstrate the organization, increasing the germane load of the lesson.

Use Guiding Questions

Lawson and colleagues examined the impact of guiding questions on students’ learning from a video about social psychology in an introductory psychology class ( Lawson et al ., 2006 ). Building on work from Kreiner (1997) , they had students in some sections of the course watch the video with no special instructions, while students in other sections of the course were provided with eight guiding questions to consider while watching. The students who answered the guiding questions while watching the video scored significantly higher on a later test. Guiding questions may serve as an implicit means to share learning objectives with students, thus increasing the germane load of the learning task and reducing the extraneous load by focusing student attention on important elements. This strategy is often used to increase student learning from reading assignments (e.g., Tanner, 2012 ; Round and Campbell, 2013 ), and it can translate effectively to helping students learn from video.

Make Video Part of a Larger Homework Assignment

MacHardy and Pardos (2015) have developed a model relating educational video characteristics to students’ performance on subsequent assessments. One observation from their analysis of Khan Academy videos was that videos that offered the greatest benefits to students were highly relevant to associated exercises. This result is supported by results observed in a “teaching-as-research” project at Vanderbilt University (for background on teaching as research, see www.cirtl.net ). Specifically, Faizan Zubair participated in the BOLD Fellows program, in which graduate students develop online learning materials for incorporation into a faculty mentor’s course and then investigate their impact in teaching-as-research projects. Zubair developed videos on that were embedded in a larger homework assignment in Paul Laibinis’s chemical engineering class and found that students valued the videos and that the videos improved students’ understanding of difficult concepts when compared with a semester when the videos were not used in conjunction with the homework ( Zubair and Laibinis, 2015 ; see also Summary ).

The important thing to keep in mind is that watching a video can be a passive experience, much as reading can be. To make the most of our educational videos, we need to help students do the processing and self-evaluation that will lead to the learning we want to see.

Video may provide a significant means to improve student learning and enhance student engagement in biology courses ( Allen and Smith, 2012 ; Kay, 2012 ; Lloyd and Robertson, 2012 ; Rackaway, 2012 ; Hsin and Cigas, 2013 ; Stockwell et al ., 2015 ). To maximize the benefit from educational videos, however, it is important to keep in mind the three key components of cognitive load, elements that impact engagement, and elements that promote active learning. Luckily, consideration of these elements converges on a few recommendations:

• Keep videos brief and targeted on learning goals.
• Use audio and visual elements to convey appropriate parts of an explanation; consider how to make these elements complementary rather than redundant.
• Use signaling to highlight important ideas or concepts.
• Use a conversational, enthusiastic style to enhance engagement.
• Embed videos in a context of active learning by using guiding questions, interactive elements, or associated homework assignments.

Acknowledgments

This content was largely presented first on the Vanderbilt Center for Teaching website at https://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/ .

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An evaluation of education videos for women experiencing domestic and family violence in healthcare settings: protocol for a mixed methods systematic review

• Kerri Gillespie 1 ,
• Sam Adhikary 2 ,
• Hayley Kimball 1 &
• Grace Branjerdporn   ORCID: orcid.org/0000-0001-6578-2718 2  

Systematic Reviews volume  13 , Article number:  213 ( 2024 ) Cite this article

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Domestic and family violence (DFV) is a significant public health issue that poses a high risk to women, globally. Women experiencing DFV have higher rates of healthcare utilisation than women not experiencing DFV. Healthcare services are therefore well placed to address DFV and deliver education and awareness interventions to women. Video interventions are a strategy to deliver education to women, while overcoming barriers such as language, literacy, lack of rapport with clinician, or unwillingness to disclose. The current review will aim to further understand the characteristics, methods of evaluation, and outcomes of DFV video education interventions for perinatal women.

The review will be reported in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) statement. A systematic search will be conducted of the following databases: Medline, Embase, PsycINFO, PsycArticles, Scopus, and Web of Science Core Collection. Two independent reviewers will screen titles and abstracts against the inclusion criteria, followed by a full text screening of eligible articles. A third reviewer will resolve discrepancies. All study types will be included. Only studies published in English will be included. Risk of bias will be assessed using the Quality Assessment with Diverse Studies (QuADS) tool. Data will undergo an aggregate mixed method synthesis informed by The Joanna Briggs Institute, before being analysed using a thematic approach.

This systematic review will provide evidence on best practice for the creation, delivery, and evaluation of DFV video interventions for women in the peripartum.

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PROSPERO registration number CRD42023475338.

Peer Review reports

Domestic and family violence (DFV) against women is considered a significant public health concern that affects around one in three women globally [ 1 ] and is the leading cause of hospitalisations for women and girls aged 15–54 years in Australia [ 2 ]. The risk of DFV is disproportionately higher in the perinatal period, with 25% of women who experience DFV reporting it to have started during pregnancy [ 3 , 4 ]. The impacts on women and children experiencing or witnessing DFV can be long-lasting and substantial. DFV can increase the risk of pregnancy complications (including miscarriage, stillbirth, pre-eclampsia, premature birth or low birth weight infants), chronic pain, gastrointestinal disorders, cognitive impairment, and mobility issues [ 5 , 6 , 7 ]. It has also been associated with an increase in long-term mental health issues in both women and children (such as anxiety and depression, post-traumatic stress disorder, eating disorders, suicide attempts, and substance abuse) [ 1 , 6 , 8 ].

Healthcare services, such as emergency departments, mental health services, specialty services, and outpatient care, are used more frequently by women suffering from DFV than those who are not [ 9 ]. These services are frequently encouraged to screen and manage DFV in patients and are well-placed to identify, and provide assistance, to women experiencing DFV. Maternity services have also been identified as having an important role in addressing DFV, as women in the perinatal period have regular appointments with these services, and.

there is an increased likelihood of continuity of care [ 10 ]. Many women choose not to disclose DFV for a number of reasons, including shame, guilt, denial, fear of perpetrator, lack of trust in clinicians, and fear of child service involvement [ 11 , 12 , 13 ]. Other barriers to disclosure or identification prevalent within healthcare settings have been identified as clinician time limitations, language barriers, lack of training, and lack of continuity of care [ 13 , 14 , 15 ]. While a number of strategies, such as routine enquiry, have been embedded within many healthcare facilities to better identify and support women experiencing DFV [ 16 ], a large proportion have still not been addressed. Previous research has revealed that even when women disclose, many clinicians are unsure how to support or refer women appropriately [ 15 , 17 ].

One strategy to target women without relying on clinician screening or disclosure by women is to deliver information to women via alternative methods such as videos. Education and awareness videos can be on display in numerous areas that are frequented by women who may be experiencing DFV. These videos can be presented in numerous languages, overcoming the barrier of requiring interpreters, and with captions for the hearing impaired. Video and audio presentations allow for engagement with women with low literacy skills. They can educate the public using easy-to-understand examples and situations with animations, real-life actors, or images, and display information regarding available support services. This form of education can reach a large audience without making women feel targeted or put on the spot by clinicians during the screening process.

Videos can be included in interventions, shown directly to women on smart devices in the clinic, or emailed to women who attend maternity services. Videos have the benefit of overcoming a number of barriers, such as language, clinician time, training, knowledge, and may be preferable for women who have not developed a rapport with their healthcare provider. If women do not wish to approach clinicians for support, videos can be used to provide useful education to women regarding what constitutes DFV, their rights, and their options for support or further information. It is anticipated that repeated exposure to awareness and education campaigns will impact women’s attitudes and knowledge of DFV, assisting them to move from the precontemplation or contemplation phase of behaviour, to contemplation or action [ 18 ]. Videos can increase women’s knowledge of the laws around DFV, the services available, and may lead to increased help-seeking in the future.

Research aims

The aim of this systematic review is to synthesise all evidence relating to video education for DFV used in healthcare settings. This will be done in order to better understand the characteristics of education videos, how they are being disseminated, how they are being evaluated, and the outcomes of these interventions.

Research questions

The primary research questions for this review are as follows:

What literature exists on the creation, delivery, and evaluation of video education interventions for women experiencing DFV?

What are the characteristics of these interventions?

How do these studies evaluate the benefits or acceptability of these interventions?

What are the outcomes for women who have been exposed to video education interventions?

Study design

This protocol was registered in the International prospective register of systematic reviews (PROSPERO) database with the registration number CRD42023475338. The review will be reported in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) statement (see Additional file 1) [ 19 ].

Eligibility criteria

Types of studies.

This review will include all peer reviewed publications that include primary data. This review will include all quantitative (such as case–control, cross-sectional, cohort, randomised control trials and quasi-experimental) and qualitative studies (such as focus groups or individual interviews). Studies that do not include primary data (reviews, opinion and commentary papers, dissertations, posters, and conference abstracts) will be excluded. No date or location restrictions will be placed on the search. Articles published in languages other than English will be excluded.

Participants

Studies must include women attending a hospital or community health service who may be experiencing DFV or may be at risk of experiencing DFV. No age restriction will apply.

• Intervention

Included studies must utilise a video intervention or recording that aims to increase women’s knowledge, awareness, or help-seeking relating to DFV. Studies must include a measure of impact of the intervention on participants, or feedback from women regarding the usefulness, benefits, and/or acceptability of the intervention.

Studies may include interventions to usual care, placebo, or an alternative intervention. Studies may also be conducted with no control or comparator group.

The review will report on the prevalence and characteristics of video interventions for women experiencing DFV, and the characteristics of tools or measures used to evaluate these video interventions. The review will evaluate included studies for impacts of video interventions on women’s knowledge and awareness of DFV, available DFV services, and women’s help-seeking behaviours. The review will also collate and report on participant opinions, feedback, and suggestions regarding video interventions.

Information sources

Databases to be searched will include Medline (PubMed), Embase (Elsevier), PsycINFO (EBSCOhost), PsycArticles (EBSCOhost), Scopus (Elsevier), and Web of Science Core Collection (Clarivate). The reference lists of all included papers will also be searched. As will the reference lists of other similar, completed systematic reviews to ensure that no existing papers are overlooked.

Search strategy

The primary search strategy, using title, abstract, and keywords will be [(Video* OR Video OR recording OR videotape OR “Videotape recording”) AND (“Domestic violence” OR “intimate partner violence” OR “family violence” OR DFV). Medical subject terms (MeSH headings) will be used where appropriate, and the primary search strategy will be modified to meet the specific requirements of the search syntax in each database (see Additional file 2 for full search criteria for individual databases).

Study selection

The screening process will be conducted in two stages. In the first stage, included studies will be imported into the Covidence [ 20 ] online web application for screening and removal of duplicates. Two independent reviewers will screen all papers by title and abstract against the pre-selected inclusion and exclusion criteria. Studies that meet all criteria will be included into the second stage. The second stage will involve full text screening by two independent reviewers to decide whether studies will be included in the final review. Any discrepancies between the two reviewers at either screening stage will be resolved by a third reviewer. No prioritization techniques will be included in the screening of articles.

Risk of bias assessment

All studies that are included in the final review will be assessed for quality using the Quality Assessment with Diverse Studies (QuADS) tool. This tool was chosen for its demonstrated inter-rater reliability ( k  = 0.66) and its ability to assess both qualitative and quantitative studies [ 21 ]. In the event that only qualitative studies are identified in the final review, the Joanna Briggs Institute (JBI) critical appraisal tool for qualitative research [ 22 ] will be used to assess risk of bias.

Data extraction

Two independent reviewers will extract data from study included in the final review. Once extraction has concluded, all data will be compared and contrasted, with a third reviewer resolving any conflict should reviewers disagree on any extracted findings. Data will be extracted based on pre-defined criteria recorded in a working spreadsheet. Where data is missing from an evidence source, authors of the articles will be contacted with a request for these missing data. Data to be extracted from the identified papers will include general characteristics of the study (year, location, sample size, follow-up, and duration); characteristics of participants (age, DFV status, ethnicity, number of children, gestational age), setting (inpatient, residential, or community), characteristics of the intervention (video subject matter and objectives, length, location and format of screening), evaluation (method of evaluation and tools used), and outcomes (changes in participant knowledge, awareness, or help seeking behaviours, participant feedback, participant acceptability or satisfaction, follow-up duration, and attrition).

Data synthesis

Data synthesis for this review will be informed by The Joanna Briggs Institute ‘aggregate mixed method synthesis’, which is based upon the Bayesian approach for translating quantitative data into qualitative [ 23 ]. A convergent segregated method will be utilised as we anticipate that qualitative and quantitative data will address different, but related, dimensions of the phenomenon of interest [ 24 ]. This approach will ensure a simplified method of combining data without distorting the findings of the individual studies. The systematic literature review will use a thematic approach designed by Braun and Clarke [ 25 ] for qualitative data analysis, as thematic approach organises data according to themes and is comparatively more successful in revealing commonality in literature. Hence, common themes will be identified and highlighted as results and discussion will be made. The existing gap in literature will be identified and highlighted. We do not anticipate that the review will identify a large number of high-quality, or homogenous studies. We therefore do not plan to conduct any meta-analyses.

To our knowledge, this will be the first systematic review to synthesise all available data relating to video education interventions for DFV. In a world of rapidly improving technologies, video education interventions have become cheaper and simpler to create and disseminate. Whether these are delivered on screens in clinic waiting rooms, via email, smart-devices, or social media, it is inevitable that technology-based education will predominate. Understanding the outcomes of these forms of education interventions will add to the current knowledge regarding the most appropriate tools and techniques to implement for supporting women experiencing DFV. Video interventions may play an important role alongside other existing strategies, such as routine screening, pamphlets and posters, and DFV liaison specialists. It is important to understand how these interventions may benefit women and how best to evaluate these tools. Our review will deliver important knowledge regarding the evaluation of these interventions, barriers and enablers to delivery, optimal characteristics, and women’s opinions and feedback to ensure that they are appropriate and acceptable. The review will also compare the findings with relevant studies to form a comprehensive overview of video interventions to support screening and response to DFV.

Availability of data and materials

All data generated or analysed during this study are included in this published article and its supplementary information files.

Abbreviations

• Domestic and family violence

Intimate partner violence

The Joanna Briggs Institute

Quality Assessment with Diverse Studies tool

Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols

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The study was conceptualised by G.B. G.B. and S.A. contributed to the development of the systematic review plan and design. All authors contributed to refining the search strategy, eligibility criteria, data synthesis plan, and risk of bias assessment. K.G. wrote the draft manuscript. G.B. and S.A. reviewed and edited the final manuscript.

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Additional file 1: PRISMA-P (Preferred Reporting Items for Systematic review and Meta-Analysis Protocols) 2015 checklist: recommended items to address in a systematic review protocol*.

Additional file 2: Search strategy.

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Gillespie, K., Adhikary, S., Kimball, H. et al. An evaluation of education videos for women experiencing domestic and family violence in healthcare settings: protocol for a mixed methods systematic review. Syst Rev 13 , 213 (2024). https://doi.org/10.1186/s13643-024-02625-x

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A Mystery or a Route? A Systematic Literature Review of Transcreation and Translation Studies

• He Zhu Universiti Putra Malaysia
• Lay Hoon Ang Universiti Putra Malaysia
• Muhammad Alif Redzuan Abdullah Universiti Putra Malaysia
• Hongxiang Zhu Universiti Putra Malaysia

Transcreation is an inter-cultural and inter-linguistic activity, which has obtained particular academic interest recently. However, few studies have reviewed the current status quo on transcreation systematically, although transcreation has been applied in various fields such as literature and advertising translation. In this study, a systematic literature review is conducted to shed light on this topic by identifying and analysing genres, foci, methods, and theories related to transcreation. The databases cover Scopus, Web of Science and CNKI from 1995 to 2023. A total of 61 publications were identified with PRISMA 2020. The qualitative findings showed that (1) most studies of transcreation focus on literary and advertising, while other fields of audiovisual, news and political, training and interpreting need to be explored; (2) research foci of transcreation strategies, culture and ideology gain more attention while transcreation process and evaluation, localization and persuasion have not been much examined; (3) content analysis is most frequently adopted while other qualitative methods are less used. Besides, there is a lack of using quantitative and mixed methods; (4) systematical functional linguistics is often used as a pointcut to examine strategies of transcreation. Besides, multimodal social semiotics is used to explore transcreation through texts, pictures and videos. Other linguistic theories and cross-disciplinary theories remain unexplored in transcreation. In conclusion, this study provides a review of transcreation and translation studies and reveals some research gaps that could enlighten future studies.

Author Biographies

He zhu, universiti putra malaysia.

Faculty of Modern Languages and Communication

Lay Hoon Ang, Universiti Putra Malaysia

Muhammad alif redzuan abdullah, universiti putra malaysia, hongxiang zhu, universiti putra malaysia.

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