Generative AI and Video Are Radically Transforming "Learning" ~ Media Becomes a Partner to Consumers ~

For the past 32 years, the "Information Media White Paper" has been published in book form. With the understanding and cooperation of relevant companies and organizations, we have now released it as the " Information Media White Paper 2026 " on the Dentsu Inc. website, with the aim of contributing to the broader development of the media industry.

In this series, based on research and studies conducted by the Dentsu Inc. Media Innovation Lab, we will explain changes in the media environment and trends in the advertising market as special feature reports from the “Information Media White Paper 2026.”

In Part 2, we take a broad view of “learning” that encompasses hobbies and daily life, and present the results of our proprietary survey ( see survey overview here ) designed to understand the reality of “learning” through diversifying tools and services, including generative AI. So Hasegawa of the Dentsu Inc. Media Innovation Lab examines attitudes toward learning and knowledge acquisition, actual usage and evaluations of various tools and media, and offers insights for reaching business professionals.

The “information explosion” predicted in the mid-Showa era has become a reality

and the landscape of learning is undergoing significant changes. I feel that traditional learning was fundamentally based on an active engagement with books and other materials, where systematically grounding knowledge through careful reading was the core principle. My generation’s education from childhood was also based on this premise; there were many voices critical of “learning while doing other things,” and looking back now, I have the impression that we received an education that carried a somewhat idealistic element.

In the practical guide*The Complete Guide to Turning Learning into Results* (Sanctuary Publishing, 2018) and *The Complete Guide to Maximizing Learning Efficiency* (Sanctuary Publishing, 2019) generated significant buzz by introducing brain-science-based methods for communication, writing, studying, and information gathering—all while acknowledging the growing diversity of learning options. It seems to have made visible the fact that efficiency is now being sought even in the realm of learning.

In the 1960s, philosopher and cultural critic Tadao Umesao (1920–2010), observing the growing flood of books, foresaw what would later be called the “information explosion.”In his book *The Art of Intellectual Production* (Iwanami Shoten, 1969), he noted that in the face of ever-increasing information, “searching, processing, producing, and disseminating” were essential skills. How would Umesao assess this world, where the information environment has undergone such a drastic transformation—from books to television, the internet, and now generative AI?

Today, video-sharing sites are overflowing with a vast and diverse array of information. There are numerous videos that solve everyday problems, ranging from makeup tutorials and cooking methods—such as how to fillet fish—to practical life hacks. Furthermore, at the 2012 London Olympics, javelin thrower Keshon Walcott (Trinidad and Tobago) stunned the world by winning a gold medal after training by watching YouTube videos.

While it depends on the field, this example suggests the potential to achieve a high level of “mastery” simply by imitating movements, bypassing the need for systematic understanding. Although there are some concerns regarding the reliability of information, it can be said that the rapid proliferation of video-sharing sites is significantly transforming the methods and concepts of “learning” in a broad sense.

ChatGPT, the generative AI released by OpenAI in November 2022, has expanded rapidly—reaching 100 million users worldwide within two months of its launch—and is fundamentally changing the nature of intellectual work around the globe. While various concerns have been raised, it is now being praised not only for its convenience but also for its user-friendly approach. As its functions and accuracy continue to advance and its points of contact expand, there is no doubt that it will become even more deeply integrated into people’s lives in the future.

Attitudes and Motivation Toward Input in the Reiwa Era

Figure 01 shows the results (partial excerpt) of a survey asking Reiwa-era consumers about their attitudes toward “learning” and information intake (with respondents rating their agreement across four categories). The findings reveal that many consumers prefer efficient and immediate information intake—such as wanting answers right away, not wanting to spend time or money, and prioritizing “time efficiency” in their information consumption.

It is believed that the environment—where people can easily and quickly access answers and hints anytime, anywhere via smartphones and video-sharing sites—is accelerating this trend. Some observers point out that, depending on one’s perspective, this constitutes a “snack-like” approach to information gathering, which may make it difficult to acquire systematic knowledge.On the other hand, there is a strong desire for clear thinking and expertise, as well as a desire to connect learning with one’s own identity. It is also evident that more than half of respondents want to acquire knowledge thoroughly.

Furthermore, amid a flood of choices and information, some consumers feel a sense of urgency regarding input and skill development, or even experience “knowledge overload.” It can be said that, within today’s media environment, there are also some negative psychological aspects associated with “learning.”

Figure 02 summarizes the results of a cluster analysis conducted on the responses to the aforementioned questions (a total of 14 items across 4 categories, N=2000). Based on this, Figure 03 (left) shows the cluster distribution by gender and age group. For both men and women, the “Practical/Active Group” in their 20s accounts for over 30%—the largest proportion—indicating that younger people have a higher desire for active learning.On the other hand, the “Practical and Active Group” decreases as age increases. In particular, among men in their 40s and older and women in their 30s and older, the “Steady and Self-Paced Learners,” who prefer to gather information at a steady pace, increase to around 40%. Furthermore, among middle-aged and older adults, particularly women in their 50s and 60s, the “Passive and Light Users” account for nearly 40%.

In this survey, we provided examples of a total of 14 tools, services, and media (hereinafter referred to as “tools”), including paper books, videos (free/paid), and generative AI (free/paid), and asked respondents whether they used any of them for the purpose of “learning” in a broad sense (such as acquiring knowledge, self-improvement, taking lessons, or gaining practical life skills), excluding those provided by their companies.The overall adoption rate for using any of these tools for "learning" purposes was 52.8%.

Figure 03 (right) shows the adoption rate by gender and age group. Notably, men in their 20s had the highest rate at 61.1%, indicating that a strong desire for self-investment is driving their behavior as they are in the early stages of their careers.On the other hand, participation rates for women dropped in their 30s (42.2%) and 50s (39.2%), suggesting that life stage has a greater impact on women compared to men. This suggests that changes in life stages, such as child-rearing and caregiving, may act as barriers to “learning” for women.

In their 60s, participation rates rise again for both men and women. It is likely that the increase in disposable time resulting from retirement and other factors leads to a return to continuing education (where working adults relearn as needed) and learning for personal interests. While both men and women exhibit what could be called a “W-shaped curve” of learning across generations, the circumstances surrounding learning are thought to be influenced not only by the information environment in which they were raised but also by changes in life stages and the resulting changes in disposable time.

Although not shown in the chart, the top five tools by usage are as follows:

1st: Video (free) (34.2%)
2nd: Print books (18.9%)
3rd: News apps (14.9%)
4th: Generative AI (free) (13.3%)
5th: Newspapers (including digital) (11.7%)

While trends are similar across nearly all age groups, there are generational differences regarding Generative AI (Free), which scored particularly high among those in their 20s (Men: 25.9%, Women: 22.4%), ranking second for both genders.

The Reality of "Learning" Content and Usage

So, what exactly does “learning” entail? Figure 04 illustrates its contents. Among the broadly defined categories of “learning,” the most common content was “Hobbies and Enriching Daily Life” (66.1%).

While many items related to so-called traditional “learning”—such as work, career, school studies, and general knowledge—appeared frequently, a significant number of items closely tied to daily life, such as housework, childcare, and elder care, as well as health and investment information, also appeared. This suggests an underlying trend toward seeking to improve quality of life (QOL) more broadly.

Although the quality of information varies widely, an environment is taking shape where people can access information tailored to their own circumstances and preferences at any time, even as the volume of information explodes. In this context, as mentioned earlier, it can be said that people are engaging in various forms of “learning” to improve their careers and quality of life, in accordance with their respective life stages.

While there are numerous tools available for “learning” these days, what criteria do users use to evaluate and select them? We asked users of each tool to identify the “key factors they prioritize when using the tool.” Figure 05 presents the results of a correspondence analysis conducted on these responses.

The horizontal axis represents “Reliability vs. Timeliness,” while the vertical axis represents “Enjoyment vs. Practicality.” In particular, paper books are highly valued for their reliability and practicality, and they enjoy strong, enduring support as tools for gaining systematic and deep understanding.In contrast, videos (free) and language learning apps (free) in the upper-left quadrant are valued for their enjoyment and immediacy. They are also characterized by a wide accessibility, such as being easily used during spare moments.

Tools for "learning" are diverse. There are various evaluation criteria for "learning"—not only content but also usage scenarios, enjoyment, and perceived effectiveness—and users select tools based on their own characteristics and objectives. Note that while we asked about both free and paid versions of videos, generative AI, and language learning apps separately, the paid versions of all these tools shift toward the "reliability" and "practicality" coordinates compared to their free counterparts, suggesting that users pay for reliability and practicality.

The Surprising Penetration of Video-Sharing Services

As mentioned earlier, videos (free) are the most widely used tools for “learning,” and among these, video-sharing services are particularly popular due to the vast and diverse range of content available.

Figure 06 shows the results of responses regarding “what can be done or has been achieved through the use of video-sharing services such as YouTube, TikTok, and Instagram Reels.” This article presents an excerpt showing the results for men and women in their 20s and 60s.

Can we say that the primary purpose of “learning” for those in their 20s is self-investment and self-expression? For men, “strength training and exercise (24.1%)” ranked first, followed by “investing and money management (15.4%)” in second place, indicating a high level of interest in self-investment—including building physical strength and accumulating assets—with an eye toward the future.On the other hand, for women, “Makeup and Hair Styling (40.4%)” and “Skincare (36.5%)” ranked first and second, respectively, with “Dieting (20.5%)” coming in third, indicating a strong demand for practical beauty-related needs.

For those in their 60s, the primary goals can be described as solving daily life challenges and pursuing hobbies. For men, the top choice was “Operating and troubleshooting home appliances and PCs (28.6%),” a trend that differs significantly from that of men in their 20s.It is also interesting to note that “maintenance of cars and motorcycles” ranks high among those in their 60s, whereas it does not appear in the top rankings for those in their 20s. On the other hand, for women, “cooking recipes and how to use kitchen appliances (41.6%)” ranked first. Overall, these platforms are used as a source of information to improve and make daily life more convenient, and content related to health and hobbies, such as “home gardening” and “yoga,” also ranks highly.

This shows that video-sharing services function not merely as entertainment, but also as practical tools for “learning” and acquiring “life hacks.” While those in their 20s primarily use them to stay updated, and those in their 60s to maintain quality of life and improve convenience, it appears that users are selecting content from the vast library based on their individual life stages and preferences, integrating it into their daily lives. Looking across all generations, the results resemble the genre preferences found in magazines.

To Reach Business Professionals

So far, we have described the reality of the widespread adoption of “learning” in a broad sense, but what about the tools people use to gather daily work-related information?

Chart 07 shows the usage rates of various tools employed by working adults for gathering “work-related” information. Across all generations, television programs ranked first. Although not shown in the chart, the highest usage rate was among men in their 60s (62.7%), while the lowest was among men in their 20s (21.0%).From a work perspective, television allows people to stay informed about current events while valuing its reliability. This indicates that television programs, which are integrated into viewers’ daily routines, are widely regarded as a valuable information-gathering tool. Additionally, among those in their 30s and older, news apps rank second only to television programs, demonstrating their widespread adoption among middle-aged and older adults. In contrast, among younger adults in their 20s and 30s, the use of X (formerly Twitter) and YouTube was higher.

The average number of responses is listed at the bottom of the chart. The younger the demographic, the fewer responses they provided compared to middle-aged and older adults.It can be said that younger people gather information from a relatively small number of sources, including experts and YouTubers who align with their personal interests. In contrast, middle-aged and older adults appear to gather information from a variety of sources, including mass media. These differences are thought to be significantly influenced by the information environments in which they were raised, and it can be inferred that as future generations come of age, the trends currently observed among younger people will become more widespread.

Figure 08 shows the factors prioritized when gathering information for work (multiple responses allowed). The top-ranked criteria were reliability (47.9%), searchability (44.5%), and conciseness (32.0%). When broken down by generation, those in their 60s demonstrate a strong emphasis on the “quality” and “efficiency” of information.While it is understandable that they prioritize the reliability of information—as evidenced by their high rate of mass media consumption—it can also be inferred that, given they consult many sources, they place importance on search convenience and the conciseness of information.

On the other hand, among those in their 20s and 30s, a preference for videos, graphs, and charts is evident. Compared to middle-aged and older adults, this group appears to prefer understanding information visually and intuitively rather than reading through text. Additionally, among those in their 30s, while they use these resources to find conversation starters, the items related to multitasking and utilizing spare moments also rank highly. It is thought that changes in life stages—such as the need for communication within new communities and a decrease in free time—may be influencing this trend.

Media is shifting toward a supportive role. The expansion of “learning” and discussions surrounding digital education

As discussed above, it can be said that “learning” in the Reiwa era is no longer limited to traditional study and the accumulation of knowledge. Media has expanded its role beyond being merely a tool for consumers to gather information to update themselves; it has become a tool to make daily life more convenient and improve quality of life.

In this era of information overload, “learning” is nothing less than curating one’s own life and enhancing its quality. Video-sharing sites have evolved beyond mere entertainment to become part of our daily infrastructure, and generative AI has moved beyond search to become a thinking aid. What is now required of media and services is a comfortable, supportive companion-like function that stays close to the user.If you picture a smartphone that seamlessly delivers information on work, investments, and your favorite things, and allows you to instantly search for answers using generative AI whenever you have a question, this makes even more sense.

When it comes to studying for entrance exams or professional certifications—where the goal is, in a sense, clearly defined—finding a learning method that suits you is undoubtedly valuable today. That said, this does not negate the importance of traditional, systematic intellectual pursuits aimed at deep understanding, even if they sometimes involve hardship.Regarding the decline in academic performance in Finland, a nation renowned for its education system, the government reportedly attributes this to the rapid proliferation of digital learning materials and is taking steps to address the issue. In an increasingly complex social landscape, it is clear that having a systematic perspective grounded in accurate information is essential for confronting questions without clear answers. Furthermore, it goes without saying that—especially with free services—it is crucial to consider the context behind the vast amount of information displayed before us and how its reliability is ensured.

In his book *The Art of Intellectual Production*, Umesao—whom I mentioned at the beginning—contrasted reading with eating. With the flood of books available at the time in mind, he emphasized the importance of high-quality, balanced reading. When it comes to the various types of information for “learning” that are increasingly influencing all aspects of our lives, we have much to learn from the importance of balance in our diets and the idea that we should consume foods suited to our stage of growth and physical constitution.

It could be said that rather than simply passively consuming the flood of information, it is the accumulation of actively selecting what we absorb that constitutes true “learning” for navigating the coming era and shaping a fulfilling life.

[Survey Overview]
Dentsu Inc. Media Innovation Lab “Survey on Learning in the Reiwa Era”
・Nationwide Internet Survey
・Target: Ages 20–69 (Valid sample size: 2,000)
・Survey Period: October 2025

【References】
・ Walcott, Who Became an Olympic Champion by Learning on YouTube