Abstract
Since 1995, technological and social changes have heightened the need to reexamine the roles of educational media in supporting personalized learning in Japan.
The purpose of this study is to clarify changes in the roles and use of video-based instructional materials since 1995, and to synthesize insights for advancing personalized learning, with implications for Generation Z learners. We conducted a scoping review and analyzed 638 peer-reviewed articles.
As a result, from 2005 onward, the reviewed literature tended to focus on practices in which video use supported functional improvements. From around 2020, studies increasingly addressed practices that may transform practice models, potentially influenced by the spread of one-to-one devices and the global COVID-19 pandemic. Meanwhile, expectations for learning analytics increased around 2017, and expectations for the educational use of generative AI have risen since late 2022; however, practice-based studies in these areas remained limited in the reviewed literature. These findings suggest the importance of transforming and redefining practice by providing materials and learning strategies tailored to learners’ characteristics, offering learning support aligned with learners’ levels of understanding and learning styles, and implementing practices that allow learners to choose their learning spaces.
However, leveraging generative AI and learning histories in such practices raises challenges regarding what data to accumulate, how to analyze and visualize it, and how to provide feedback to learners. Future research should iteratively examine effective approaches to data utilization, visualization, and feedback through repeated implementation of these practices.
