A series of short (5 to 7 minutes long) geoscience videos were created to support student learning in a flipped class setting for an introductory geology class at North Carolina State University. Videos were 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 on the tablet. This study sought to compare student learning about key concepts from video with equivalent textbook reading assignments. Students were given a video or text-based resource followed by a series of assessments featuring knowledge and comprehension questions. Students who reviewed the videos showed greater learning gains and had higher confidence in their learning than students who had completed equivalent textbook reading assignments. Further, we report student interview responses that may help explain why students are likely to seek out and use video resources to supplement their learning.