A Meta analysis of the Cognitive Effects of Short Video Platforms on Piano Learning Among First-Time Users of Different Age Groups and Genders in Non-First-Tier Cities

The emerging short-form video platforms are growing tremendously and becoming a leading social media and communication strategy. The characterization of these platforms, such as brevity, personalization, and multimodal communication, has made them a pervasive educational tool. The advent of short-form video platforms such as TikTok, Instagram, and YouTube Shorts has played a significant role in digital learning methodologies, especially in music education. These platforms facilitate learning by breaking down complex concepts into easily digestible visual narratives, leveraging interactive engagement and participatory culture. This paper presents a meta-analysis investigating both the cognitive and communication effects of short video platforms on piano learning among first-time users of various age groups and different genders located in non-first-tier cities. The research employs a systematic literature review and meta-analytical approach to evaluate how variables such as age, gender, and geographical context influence cognitive learning outcomes and communication-driven learning efficiency. Results indicate that short video platforms can positively affect cognitive functions related to piano learning while also reshaping communication dynamics through visual storytelling, real-time feedback, and participatory engagement. Variations in cognitive retention and communication preferences were observed across different demographics. This paper contributes to knowledge on short video platform learning by examining its impact on both cognitive and communication aspects and offers insights for content creators, educators, and policymakers in optimizing short video platforms for effective piano instruction and interactive learning across diverse groups and demographics.