Impiani Zagoto, Bambang Yudi Cahyono, Restu Damai Laia, Senadaman Wau, Falentinus Ndruru
Bite-Sized Learning (BSL), characterised by the delivery of content in brief, targeted segments, has emerged as a pedagogical strategy within increasingly digital and flexible higher education landscapes. This systematic literature review, conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, synthesises findings from ten peer-reviewed articles published between 2020 and 2025 to examine BSL’s reported effects, benefits, challenges, and research gaps. Analysis indicates that BSL is associated with improved short-term knowledge retention, heightened learner engagement, and support for personalised learning, particularly in disciplines such as medicine, ICT, and technical training. Nevertheless, limited evidence exists regarding its long-term efficacy, and its pedagogical value in abstract, discussion-intensive fields remain insufficiently examined. By employing Cognitive Load Theory and Constructivist Learning Theory as interpretive frameworks, the review offers a theoretically grounded account of BSL’s instructional potential and constraints. The findings inform future inquiry into design strategies, disciplinary relevance, and learner-centred implementations of BSL across diverse educational contexts. © 2025 UCU.
Department of English, Universitas Negeri Malang, Malang, Indonesia; English Language Education, Universitas Nias Raya, Kabupaten Nias Selatan, Indonesia
