A series of geoscience videos were created to support student learning in Introductory Physical Geology classes at North Carolina State University. Videos are typically 5-7 minutes long and made using a stylus, tablet, microphone and video editing software. Essentially, we narrate a slide, sketch a diagram or explain a figure while describing the concept illustrated by what is projected onto the tablet. A typical video lesson would contain specific parts that can be matched against a similar textbook assignment to allow for comparison of student performance in different learning environments. In the context of this study, students were given a video or text-based resource followed by a multiple choice assessments featuring knowledge and comprehension questions. Overall, our results show that the incorporation of short video-based resources improves student performance and confidence on related assessment questions compared to paper-based resources (text and static images).