With the explosion of multimedia learning environments and the use of digital time-compression algorithms in common software and hardware, we need guidance on how to use this technology without sacrificing quality and learning outcomes. The purpose of the meta-analysis is to examine the existing empirical research literature to derive an overall integrated model for the use of digital time-compression algorithms in multimedia learning environments. We frame this research by coining the accelerated playback hypothesis, which posits that learning outcomes will not diminish with accelerated playback of multimedia learning materials until a threshold is reached. Systematically searching twelve academic databases and filtering the literature, we identified seven qualified manuscripts with k = 18 independent effect size comparisons using time-compression in the context of multimedia learning. The overall effect size for playback speed 1.4-1.5x is small and significant at g = -0.212 [95% CI = -0.378, -0.045]. The overall effect size for playback speed 1.8-2.0x is small and non-significant at g = -0.362 [95% CI = -0.743 to 0.019]. Discussion and implications for practice and research are provided.