教育短视频：文献计量趋势、主题结构与操作化
Educational Short Videos: Bibliometric Trends, Thematic Structure, and Operationalisation
AI总结：
本研究通过文献计量分析等方法，分析2169条文献记录，梳理教育短视频研究的趋势、主题结构，提出其操作化定义，明确相关主题与结果领域特征。
AI中文摘要：
教育短视频研究涉及多学科、多平台及多种学习场景，但同一标签被用于功能、活动、场景及评价均不同的资源，这使得比较和证据综合变得复杂。本研究梳理了教育短视频研究的发展、主题组织及操作化情况。我们使用文献计量分析、非负矩阵分解主题建模及结构化内容分析，分析了截至2026年6月11日Web of Science和Scopus中收录的2169条记录。2010年代中期以来，出版物产出急剧增加，但仍分散在各出版物中。在16个一级主题中，教育场景中的技能发展是最大的主题，构成了该领域的结构核心，而主题重叠主要是成对出现的。基于视频的健康干预以改变态度，以及 instructional 视频设计中的认知负荷与参与度，结合了近期的正增长和相对较高的引用可见性，而社交媒体教育参与策略则成为一个快速发展的方向。知识/成就和参与度/动机是最广泛呈现的结果领域，在与健康相关的主题中，可识别记录里实验和综合设计更为常见。索引描述最常突出预期用户、教育用途、学习内容和交互性。511条记录有代表性时长，但未发现一致应用的数值阈值。这些发现支持将教育短视频定义为离散的多媒体信息，结合文字与视觉，旨在或用于促进学习。短应相对于教育目的、内容单元及周边活动来解释，而非仅时长。
英文摘要：
Educational short-video research spans disciplines, platforms and learning contexts, but the same label is applied to resources differing in function, activity, context and evaluation, complicating comparison and evidence synthesis. This study mapped the development, thematic organisation and operationalisation of educational short-video research. We analysed 2,169 records indexed in Web of Science and Scopus up to 11 June 2026 using bibliometric analysis, non-negative matrix factorisation topic modelling and structured content analysis. Publication output increased sharply from the mid-2010s but remained dispersed across outlets. Among 16 first-level topics, Skill Development in Educational Contexts was the largest, forming the structural core of the field, while topic overlap was predominantly pairwise. Video-Based Health Interventions for Attitude Change and Cognitive Load and Engagement in Instructional Video Design combined positive recent growth with comparatively high citation visibility, whereas Social Media Engagement Strategies for Education emerged as a rapidly growing direction. Knowledge/Achievement and Engagement/Motivation were the most widely represented outcome domains, and experimental and synthesis designs were more common among identifiable records in health-related topics. Indexed descriptions most often foregrounded intended users, educational uses, learning content, and interactivity. A representative duration was available for 511 records, but no consistently applied numerical threshold was evident. These findings support a working definition of educational short videos as discrete multimedia messages combining words and visuals and designed or used to promote learning. Shortness should be interpreted relative to educational purpose, content unit and surrounding activity rather than duration alone.
