Abstract This paper investigates the use of video as a research method for analysing teaching and learning patterns across diverse educational environments and contexts. Drawing on case studies from Australia and Finland, it illustrates how video—particularly time-lapse and pre- and post-lesson recordings—can illuminate spatial practices and enhance teacher reflection. In the Finnish study, time-lapse footage was used to map patterns of activity and spatial use in shared learning areas, while the Australian study employed video observations to support teachers’ pedagogical insight and professional growth. The paper discusses key advantages of video-based methods, including fine-grained analysis, opportunities for reflective practice, and the potential for data triangulation, alongside challenges related to ethics, data management, and observer effects. By differentiating between recording formats and their analytical implications, the study contributes to a more nuanced understanding of how videos generate evidence relevant to both pedagogical development and learning environment design.
Mahat et al. (Sat,) studied this question.