From Paper to Pixel: A Comparative Analysis of the Persistence of Static Text in the "Video Age"

The digitalization of higher education is often described as a shift from textual to video-based learning, driven by the expansion of lecture capture technologies. This study tests that assumption by examining whether students have adopted video as their primary study medium or have instead migrated traditional reading practices into digital formats. Using a comparative mixed design, the analysis contrasts a pan-European student dataset from 2022 (N = 344) with a targeted diagnostic probe conducted in 2025 among students in Southern Europe (N = 129; 91 valid responses). Results consistently reject the “video revolution” narrative. Across cohorts, students overwhelmingly rely on static materials for exam preparation, with digital PDFs and lecture slides emerging as the dominant resource (51.6%), followed by printed texts (38.5%). Video recordings are marginal as a primary study tool (6.6%), even in hybrid or online courses. Interpreted through Cognitive Load Theory, the findings suggest that students prioritize information permanence, searchability, and revision efficiency. The study concludes that digital transformation in higher education has shifted learning from paper to pixel, but not from reading to watching, highlighting the central pedagogical importance of high-quality static learning materials.