Content Acquisition Podcasts (CAPs) are multimedia-based instructional tools designed to support K-12 students and educators. This meta-analysis synthesized findings from 29 studies to examine the overall effects of CAPs on learning outcomes, including declarative content knowledge, application of knowledge, and maintenance of learned material. Eligible studies included multi-group pretest-posttest designs with sufficient data to calculate effect sizes. A total of 99 effect sizes were extracted and analyzed using a random-effects model, with moderator analyses conducted on CAP type and participant population. Results indicated consistently robust and statistically significant effects for all three outcome types (declarative content knowledge: g = 0.82; application: g = 0.82; maintenance: g = 0.86). Moderator analyses, conducted on declarative content knowledge, indicated no significant moderation by CAP type or participant population. These findings suggest that CAPs consistently produce strong effects and may serve as an effective and adaptable instructional tool across a range of educational settings.
*Note: References denoted with an asterisk (*) were used in this meta-analysis.
2.
AcevesT. C.KennedyM. J. (Eds.), (2024). High-leverage practices for students with disabilities (2nd ed.). Council for Exceptional Children and CEEDAR Center.
3.
*AllenA. A. (2023). Learning about communication disorders: Comparison of two instructional methods with multimedia for preservice teachers. Journal of Special Education Technology, 38(2), 131–145. https://doi.org/10.1177/01626434221076831
4.
*AlvesK. D.KennedyM. J.KellemsR. O.WexlerJ.RodgersW. J.RomigJ. E.PeeplesK. N. (2018). Improving preservice teacher vocabulary instruction: A randomized controlled trial. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 41(4), 340–356. https://doi.org/10.1177/0888406417727044
5.
ArcherA. L.HughesC. A. (2010). Explicit instruction: Effective and efficient teaching. Guilford Press.
6.
*CarlisleA. A.ThomasC. N.McCathrenR. B. (2016). The effectiveness of using a content acquisition podcast to teach phonological awareness, phonemic awareness, and phonics to preservice special education teachers. Journal of Special Education Technology, 31(2), 87–98. https://doi.org/10.1177/0162643416651723
7.
CarstensK. J.MallonJ. M.BatainehM.Al-BatainehA. (2021). Effects of technology on student learning. Turkish Online Journal of Educational Technology, 20(1), 105–113.
8.
CochranW. G. (1950). The comparison of percentages in matched samples. Biometrika, 37(3/4), 256–266. https://doi.org/10.2307/2332378
CollinsA.BrownJ. S.NewmanS. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In ResnickL. B. (Ed.), Knowing, learning, and instruction: Essays in honor of robert glaser (pp. 453–494). Lawrence Erlbaum Associates, Inc.
11.
CookB. G.BuysseV.KlingnerJ.LandrumT. J.McWilliamR. A.TankersleyM.TestD. W. (2015). CEC’s standards for classifying the evidence base of practices in special education. Remedial and Special Education, 36(4), 220–234. https://doi.org/10.1177/0741932514557271
12.
*DriverM. K.PullenP. C.KennedyM. J.WilliamsM. C.ElyE. (2014). Using instructional technology to improve preservice teachers’ knowledge of phonological awareness. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 37(4), 309–329. https://doi.org/10.1177/0888406414537902
13.
*ElyE.KennedyM.PullenP.WilliamsM.HirschS.BaldwinM. (2014). Improving instruction of future teachers: A multimedia approach that supports implementation of evidence-based vocabulary practices. Teaching and Teacher Education, 44, 35–43. https://doi.org/10.1016/j.tate.2014.07.012
14.
*ElyE.PullenP. C.KennedyM. J.HirschS. E.WilliamsM. C. (2014). Use of instructional technology to improve teacher candidate knowledge of vocabulary instruction. Computers & Education, 75, 44–52. https://doi.org/10.1016/j.compedu.2014.01.013
GoldenA. R.SrisarajivakulE. N.HasselleA. J.PfundR. A.KnoxJ. (2023). What was a gap is now a chasm: Remote schooling, the digital divide, and educational inequities resulting from the COVID-19 pandemic. Current Opinion in Psychology, 52, Article 101632. https://doi.org/10.1016/j.copsyc.2023.101632
17.
GrayL.LewisL. (2021). Use of educational technology for instruction in public schools: 2019–20 (NCES 2021017). U.S. Department of Education, National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021017
18.
*GreenK. B.StuckeyA.TowsonJ. A.RobbinsS. H.BucholzJ. L. (2020). Special education preservice teacher knowledge of mathematics methods: The effects of content acquisition podcasts (CAPs). Journal of Special Education Technology, 35(3), 145–154. https://doi.org/10.1177/0162643419854494
19.
*GriendlingL. M.VanUitertV. J.McDonaldS. M.KunemundR.KennedyM. J. (2022). Using multimedia to create explicit and culturally responsive content area vocabulary lessons. Teaching Exceptional Children, 55(1), 48–58. https://doi.org/10.1177/00400599211038322
20.
HaleemA.JavaidM.QadriM. A.SumanR. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
21.
*HartJ. E.MoreC. M. (2013). Investigating the impact of technology on pre-service teacher knowledge of autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 48(4), 504–513. https://doi.org/10.1177/215416471304800408
22.
HedgesL. V.OlkinI. (2014). Statistical methods for meta-analysis. Academic Press.
23.
*HirschS. E.KennedyM. J.HainesS. J.ThomasC. N.AlvesK. D. (2015). Improving preservice teachers’ knowledge and application of functional behavioral assessments using multimedia. Behavioral Disorders, 41(1), 38–50. https://doi.org/10.17988/0198-7429-41.1.38
24.
HixonE.BuckenmeyerJ. (2009). Revisiting technology integration in schools: Implications for professional development. Computers in the Schools, 26(2), 130–146. https://doi.org/10.1080/07380560902906070
25.
KennedyM. J. (2011). Effects of content acquisition podcasts on vocabulary performance of secondary students with and without learning disabilities. [Doctoral dissertation], University of Kansas. KU ScholarWorks. https://kuscholarworks.ku.edu/handle/1808/8150
26.
*KennedyM. J.DeshlerD. D.LloydJ. W. (2015). Effects of multimedia vocabulary instruction on adolescents with learning disabilities. Journal of Learning Disabilities, 48(1), 22–38. https://doi.org/10.1177/0022219413487406
27.
*KennedyM. J.DriverM. K.PullenP. C.ElyE.ColeM. T. (2013). Improving teacher candidates’ knowledge of phonological awareness: A multimedia approach. Computers & Education, 64, 42–51. https://doi.org/10.1016/j.compedu.2013.01.010
28.
*KennedyM. J.ElyE.ThomasC. N.PullenP. C.NewtonJ. R.AshworthK.ColeM. T.LovelaceS. P. (2012). Using multimedia tools to support teacher candidates’ learning. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 35(3), 243–257. https://doi.org/10.1177/0888406412451158
29.
*KennedyM. J.HartJ. E.KellemsR. O. (2011). Using enhanced podcasts to augment limited instructional time in teacher preparation. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 34(2), 87–105. https://doi.org/10.1177/0888406410376203
30.
*KennedyM. J.HirschS. E.DillonS. E.RabideauxL.AlvesK. D.DriverM. K. (2016). Using content acquisition podcasts to increase student knowledge and to reduce perceived cognitive load. Teaching of Psychology, 43(2), 153–158. https://doi.org/10.1177/0098628316636295
31.
*KennedyM. J.HirschS. E.RodgersW. J.BruceA.LloydJ. W. (2017). Supporting high school teachers’ implementation of evidence-based classroom management practices. Teaching and Teacher Education, 63, 47–57. https://doi.org/10.1016/j.tate.2016.12.009
32.
*KennedyM. J.McDonaldS. D.GriendlingL. M.VanUitertV. J.KunemundR. L. (2023). Comparing two established multimedia approaches for teaching vocabulary to students with and without disabilities. Journal of Special Education Technology, 38(2), 115–130. https://doi.org/10.1177/01626434221074055
33.
*KennedyM. J.RodgersW. J.RomigJ. E.MathewsH. M.PeeplesK. N. (2018). Introducing the content acquisition podcast professional development process: Supporting vocabulary instruction for inclusive middle school science teachers. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 41(2), 140–157. https://doi.org/10.1177/0888406417745655
34.
*KennedyM. J.ThomasC. N. (2012). Effects of content acquisition podcasts to develop preservice teachers’ knowledge of positive behavioral interventions and supports. Exceptionality, 20(1), 1–19. https://doi.org/10.1080/09362835.2011.611088
35.
*KennedyM. J.ThomasC. N.AroninS.NewtonJ. R.LloydJ. W. (2014). Improving teacher candidate knowledge using content acquisition podcasts. Computers & Education, 70, 116–127. https://doi.org/10.1016/j.compedu.2013.08.010
36.
*KennedyM. J.ThomasC. N.MeyerJ. P.AlvesK. D.LloydJ. W. (2014). Using evidence-based multimedia to improve vocabulary performance of adolescents with LD: A UDL approach. Learning Disability Quarterly, 37(2), 71–86. https://doi.org/10.1177/0731948713507262
37.
*KennedyM. J.WagnerD.StegallJ.LembkeE.MiciakJ.AlvesK. D.BrownT.DriverM. K.HirschS. E. (2016). Using content acquisition podcasts to improve teacher candidate knowledge of curriculum-based measurement. Exceptional Children, 82(3), 303–320. https://doi.org/10.1177/0014402915615885
38.
KunemundR. L.KennedyM. J.GriendlingL. M.VanUitertV. J.McDonaldS. D. (2022). A multimedia option for delivering feedback and professional development to teachers. Journal of Special Education Technology, 37(2), 336–346. https://doi.org/10.1177/01626434211004121
39.
MahoneyJ.HallC. (2017). Using technology to differentiate and accommodate students with disabilities. E-Learning and Digital Media, 14(5), 291–303. https://doi.org/10.1177/2042753017751517
*McDonaldS. D.KennedyM. J.HallC. (2024). Effects of multimedia academic vocabulary instruction for linguistically diverse fifth graders in a rural setting. Reading & Writing Quarterly, 40(2), 152–169. https://doi.org/10.1080/10573569.2023.2178043
42.
McKnightK.O’MalleyK.RuzicR.HorsleyM. K.FraneyJ. J.BassettK. (2016). Teaching in a digital age: How educators use technology to improve student learning. Journal of Research on Technology in Education, 48(3), 194–211. https://doi.org/10.1080/15391523.2016.1175856
43.
*McNamaraS. W. T.BrianA.BittnerM. (2022). Content acquisition podcasts and preservice physical educators’ knowledge and self-efficacy toward teaching students with visual impairments. Journal of Teaching in Physical Education, 41(3), 356–363. https://doi.org/10.1123/jtpe.2020-0228
44.
MuisK. R.RanellucciJ.TrevorsG.DuffyM. C. (2015). The effects of technology-mediated immediate feedback on kindergarten students’ attitudes, emotions, engagement and learning outcomes during literacy skills development. Learning and Instruction, 38, 1–13. https://doi.org/10.1016/j.learninstruc.2015.02.001
PageM. J.McKenzieJ. E.BossuytP. M.BoutronI.HoffmannT. C.MulrowC. D.ShamseerL.TetzlaffJ. M.AklE. A.BrennanS. E.ChouR.GlanvilleJ.GrimshawJ. M.HróbjartssonA.LaluM. M.LiT.LoderE. W.Mayo-WilsonE.McDonaldS.MoherD. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
47.
PaivioA. (1990). Mental representations: A dual coding approach. Oxford University Press.
48.
*PeeplesK. N.HirschS. E.GardnerS. J.KeeleyR. G.SherrowB. L.McKenzieJ. M.RandallK. N.RomigJ. E.KennedyM. J. (2019). Using multimedia instruction and performance feedback to improve preservice teachers’ vocabulary instruction. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 42(3), 227–245. https://doi.org/10.1177/0888406418801913
49.
PustejovskyJ. E. (2025). clubSandwich: Cluster-robust (Sandwich) variance estimators with small-sample corrections. R package version 0.6.1. https://jepusto.github.io/clubSandwich/
50.
R Core Team. (2025). R: A language and environment for statistical computing. R Foundation for Statistical Computing. [Version 4.5.1]. https://www.R-project.org/
51.
*RomigJ. E.SundeenT.ThomasC. N.KennedyM. J.PhilipsJ.PeeplesK. N.RodgersW. J.MathewsH. M. (2018). Using multimedia to teach self-regulated strategy development to preservice teachers. Journal of Special Education Technology, 33(2), 124–137. https://doi.org/10.1177/0162643417746373
52.
*SayeskiK. L.KennedyM. J.de IralaS.ClintonE.HamelM.ThomasK. (2015). The efficacy of multimedia modules for teaching basic literacy-related concepts. Exceptionality, 23(4), 237–257. https://doi.org/10.1080/09362835.2015.1064414
53.
StarkeyL. (2020). A review of research exploring teacher preparation for the digital age. Cambridge Journal of Education, 50(1), 37–56. https://doi.org/10.1080/0305764X.2019.1625867
TarbuttonT. (2018). Leveraging 21st century learning & technology to create caring diverse classroom cultures. Multicultural Education, 25(2), 4–6.
56.
*VanUitertV. J.KennedyM. J.PeeplesK. N.RomigJ. E.MathewsH. M.RodgersW. J. (2023). Enhancing science performance of middle-school students with and without developmental and behavioral-based disabilities using the content acquisition podcast professional development approach. Journal of Research in Science Teaching, 60(3), 515–543. https://doi.org/10.1002/tea.21808
57.
*VanUitertV. J.KennedyM. J.RomigJ. E.CarlisleL. M. (2020). Enhancing science vocabulary knowledge of students with learning disabilities using explicit instruction and multimedia. Learning Disabilities, 18(1), 3–25.
58.
WangC.ChenX.YuT.LiuY.JingY. (2024). Education reform and change driven by digital technology: A bibliometric study from a global perspective. Humanities and Social Sciences Communications, 11(1), 1–17. https://doi.org/10.1057/s41599-024-02717-y
