Short-Form Educational Videos, Microlearning Engagement, and Knowledge Retention in Higher Education: Evidence from Vietnamese University Students

Abstract

Abstract

The expansion of digital platforms has changed how university students access, process, and retain academic content. Short-form educational videos, often delivered through mobile applications and social media platforms, have become increasingly popular because they provide concise explanations, visual demonstrations, and flexible learning opportunities. This study examines how short-form educational videos influence microlearning engagement and knowledge retention among Vietnamese university students. Using a mixed-methods descriptive design, data were collected from an illustrative sample of 150 students who had experience using short-form videos for learning purposes. The questionnaire included closed-ended items measuring frequency of use, learning purposes, perceived engagement, perceived knowledge retention, and concerns about over-reliance on fragmented content, together with open-ended questions exploring students’ experiences. Quantitative data were analyzed using frequency and percentage calculations, while qualitative responses were examined through thematic analysis. The findings indicate that short-form educational videos are widely used for reviewing lessons, understanding difficult concepts, preparing for examinations, learning languages, and acquiring practical skills. Students perceived these videos as useful because they saved time, increased motivation, supported repeated review, and made abstract content easier to understand. However, concerns were also identified, including superficial learning, distraction, algorithm-driven content exposure, reduced attention span, and difficulty evaluating content quality. The study concludes that short-form educational videos can support microlearning and knowledge retention when integrated with structured learning tasks, reflective activities, and instructor guidance. Educational institutions should not treat short-form videos merely as entertainment media, but as learning resources that require pedagogical design and digital literacy support.