The DOI matches its Crossref record; 11 of the 11 references it cites were found in a registry or an index.
How video production affects student engagement: an empirical study of MOOC videos
Abstract
Videos are a widely-used kind of resource for online learning. This paper presents an empirical study of how video production decisions affect student engagement in online educational videos. To our knowledge, ours is the largest-scale study of video engagement to date, using data from 6.9 million video watching sessions across four courses on the edX MOOC platform. We measure engagement by how long students are watching each video, and whether they attempt to answer post-video assessment problems.
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“Another criterion for choosing YouTube as a video clip is the length of the video because shorter videos (about 10 minutes) are more engaging compared to longer YouTube videos (Guo, Kim and Rubin, 2014), Thus, YouTube video clips which are used in this research was retrieved from https://www.youtube.com/watch?kuFWbA-k (accessed May 24, 2019).”
From Teaching and Learning Science Using YouTube Videos and Discovery Learning in Primary School (2020) · cites this paper as Guo, Kim and Rubin, 2014
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“Guo, Kim, and Rubin (2014)investigated how video watching behavior in MOOCs correlates with student engagement, by analyzing logs of four edX platform MOOCs.”
BackgroundUsing Pre-trained Models As Feature Extractor To Classify Video Styles Used In MOOC Videos
Aryal, S., Porawagama, A. S., Hasith, M. G. S., Thoradeniya, S. C., Kodagoda, N., & Suriyawansa, K. (2018) · International Conference on Information and Automation for Sustainability (ICIAfS) · doi:10.1109/iciafs.2018.8913347 · Cited by 6
“[1] shows the relationship between video production styles and student engagement and highlights several video styles topologies.”
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Bulathwela, S., Pérez‐Ortiz, M., Yılmaz, E., & Shawe-Taylor, J. S. (2020) · Proceedings of the AAAI Conference on Artificial Intelligence · doi:10.1609/aaai.v34i01.5395 · Cited by 6
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“The areas from MOOCs that appear most relevant to traditional instructors are: • Course systems and technologies that enable mastery based learning [7], [8], increased engagement with pre-recorded lectures [9], [10] and leverage the power of technology to free up instructor time [11], [12].”
BackgroundLearning Analytics of YouTube Videos Linked to LMS Moodle
Kadoić, N., & Oreški, D. (2021) · doi:10.23919/mipro52101.2021.9597168 · Cited by 5
Participants’ Perceptions of MOOCs in Saudi Arabia
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Kim, B., & Ganapathi, V. (2019) · arXiv (Cornell University) · doi:10.48550/arxiv.1907.02253 · Cited by 5
“, a subject-matter expert delivering a lecture) are central in the current generation of MOOCs [11, 12].”
BackgroundClassification of Important Segments in Educational Videos using Multimodal FeaturesPreprint
Ghauri, J. A., Hakimov, S., & Ewerth, R. (2020) · arXiv (Cornell University) · doi:10.34657/9167 · Cited by 8
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“, 2015), correlating the video playback time with student engagement level in 4 edX courses that happened in the same semester (Guo et al., 2014).”
BackgroundThe Effect of Using Questioning Strategies in Scientific Inquiry Videos on Elementary Students
Hu, H.-W., & Chiu, C. (2024) · Journal of Science Education and Technology · doi:10.1007/s10956-024-10128-6 · Cited by 4
“Guo et al. (2014) suggested that instructional videos should not exceed 6 min in length to limit distractions to the learners.”
Overcoming the Myths: Interactive Learning Environments as Myth Busters in Teaching and Learning
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“Apart from video length, which should generally be kept concise (e.g., Guo et al., 2014), the integration of interactive elements emerges as a crucial factor contributing to the positive impact of learning videos (Ploetzner, 2022; Wachtler et al., 2016).”
Gearin, B., Chattergoon, R., Kim, Y. G., et al. (2025) · The Elementary School Journal · doi:10.1086/737951 · Cited by 4
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Self-citationMeasuring the Effects of Narrative and Analytical Messages in Video Production
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BackgroundMethodResultInfluentialAn Approach to Automatic Evaluation of Instructional Videos
Min, Q., Zhou, Z., & Li, Z. (2021) · doi:10.1145/3459012.3459022 · Cited by 4
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MethodTeaching Dynamics Using a Flipped Classroom Blended Approach
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“This implies the presence of such qualities as independence, responsibility, organization, and the ability to realistically assess their strengths and make informed decisions that are not inherent in all (Chen & Wu, 2015; Guo et al., 2014); 2) the presence of certain restrictions for e-learning.”
BackgroundMVR-CLS: An Automated Approach for Effective Classification of Microlearning Video Resources
Chong, S.-Y., Chua, F.-F., & Lim, T.-Y. (2022) · IEEE International Conference on Advanced Learning Technologies (ICALT) · doi:10.1109/icalt55010.2022.00029 · Cited by 4
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Needs-based novel digital curriculum for the neuromodulation training deficit: Pain Rounds
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“According to Guo, Kim, and Rubin (2014), shorter videos with the combination of pictorial and auditory channels help learner process information more quickly and increases learner engagement.”
BackgroundAdvancing the Knowledge Base on Effective Presentation Slide Design: Three Pilot Studies
Wolfe, J. L., Shanmugaraj, N., Reineke, J., Peet, L. C., & Moreau, C. (2023) · Journal of Technical Writing and Communication · doi:10.1177/00472816231169433 · Cited by 7
“Both presentations were under 7 minutes long, a length that research suggests is an optimal length for an instructional video (Guo et al., 2014; Hsin & Cigas, 2013; Manasrah et al., 2021).”
BackgroundEvaluating a Photogrammetry-Based Video for Undergraduate Anatomy Education
Gianotto, I., Coutts, A., Pérez-Pachón, L., & Gröning, F. (2023) · Advances in experimental medicine and biology · doi:10.1007/978-3-031-30379-1_4 · Cited by 5
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BackgroundMethodVideo Education through the Lens of Educational Neuroscience: A Concise Review
Zhang, Z., Gao, Y., Pan, Y., & Zhou, J. (2024) · TechTrends · doi:10.1007/s11528-024-00946-1 · Cited by 4
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“These findings build on the conclusion by Guo, Kim, and Rubin (2014) that the length of videos in Edx MOOCs influences participation, with shorter videos being “much more engaging” (p. 2).”
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Porter, L., & Simon, B. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.031 · Cited by 4
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“An empirical study of video production [4] states that shorter videos are more engaging.”
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BackgroundView recommendation for multi-camera demonstration-based training
Biswas, S., Kruijff, E., & Veas, E. E. (2023) · Multimedia Tools and Applications · doi:10.1007/s11042-023-16169-0 · Cited by 4
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A preliminary study of producing multimedia online videos for ubiquitous learning on MOOCs
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Ng, R., Chan, T. F., Shields, G., & da Costa, M. P. (2019) · Springer eBooks · doi:10.1007/978-3-319-70134-9_69-1 · Cited by 4
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“Guo et al. (2014) claim that their study is “to our knowledge . . . the largest study of video engagement to date” (p. 10).”
BackgroundSell, E., Chao, T. N., Shah, M., et al. (2020) · Otolaryngology · doi:10.1177/0194599820925043 · Cited by 4
“videos longer than 6 to 9 minutes was likely to be wasted effort.(9)”
BackgroundBehavior analysis of students in video classes
Silva, F. G., da Silva, T. R., Santana, A. D. O., et al. (2020) · 2022 IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie44824.2020.9274274 · Cited by 4
“Educators have been recording instructional videos for almost as long as this media format has existed [1].”
BackgroundInvestigating the Design Strategies of EFL Learning Videos from the Perspective of Social Presence
Ge, J., Liang, X.-B., & Peng, T. (2021) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-021-00556-y · Cited by 3
“Learning videos are an essential component of MOOCs and other forms of online learning (Hansch et al. 2015); they are the primary instructional medium to deliver learning content, and learners’ engagement varies due to different video presentations (Guo et al. 2014).”
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An Automatic Focal Period Detection Architecture for Lecture Archives
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Sharing Stories among Teachers
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Analyzing Multimodality of Video for User Engagement Assessment
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“Specifically for videos [9] and [13] analyse user engagement by measuring for how long a user watched a video.”
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Coelho, L. P., Reis, S. S., & Coelho, M. F. (2021) · IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon46332.2021.9454099 · Cited by 4
“For massive open on-line courses (MOOCs), the use of these features is essential, as this is the only way to provide the desired class attendance flexibility [9, 10].”
BackgroundShu, F., Zhao, C., Wang, Q., Huang, Y. C., Li, H., & Wu, D. (2019) · International Conference of Educational Innovation through Technology (EITT) · doi:10.1109/eitt.2019.00010 · Cited by 4
PEEK: A Large Dataset of Learner Engagement with Educational VideosPreprint
Bulathwela, S., Pérez‐Ortiz, M., Novak, E., Yılmaz, E., & Shawe-Taylor, J. S. (2021) · arXiv (Cornell University) · doi:10.48550/arxiv.2109.03154 · Cited by 17
“This allows the e-learning system to have video fragments that contain a satisfactory amount of knowledge while keeping the video fragment length at a favourable value in terms of retaining viewer engagement[29].”
BackgroundMethodEffects of instructional video playback speed and pre-embedded questions on learning
Liu, R., & Jia, H. (2024) · Asia Pacific Education Review · doi:10.1007/s12564-024-09964-3 · Cited by 6
“Studies have shown that instructional videos of 6–9 min in length are most popular with learners (Guo et al., 2014).”
Gaze cluster analysis reveals heterogeneity in attention allocation and predicts learning outcomes
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What Makes Tourism Short Video Engaging? A Machine Learning Perspective
Deng, N., Niu, Y., Xiong, T., Yang, J., & Xu, X. (2025) · Journal of Hospitality & Tourism Research · doi:10.1177/10963480251385721 · Cited by 5
“For example, Guo et al. (2014) investigated how influencers’ communication strategies enhance audience engagement on short-form video platforms.”
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“Drawing on multimodal learning theory, such videos facilitate understanding by engaging learners through a combination of verbal, visual, auditory, and gestural elements [23, 24].”
Information-Measuring Approach to Multimodal Educational Content Quality via Neuro-Symbolic AI
Ruzimboev, K. R., Avezmatov, I., Xo‘jamqulov, A., & Sobirov, A. (2025) · International Scientific-Technical Conference on Actual Problems of Electronic Instrument Engineering (APEIE) · doi:10.1109/apeie66761.2025.11289364 · Cited by 3
“Video has emerged as the dominant medium for instruction, with billions of hours of educational content being consumed globally [3].”
MOOC Course Evaluation Based on Big Data Analysis
Luo, Y., Li, J. K., Xie, Z. Y., et al. (2018) · International Conference on Computer Science, Electronics and Communication Engineering (CSECE) · doi:10.2991/csece-18.2018.75 · Cited by 3
“Guo [6] studied the relationship between MOOC video mode and learning effect through data analysis, and proposed a scientific and reasonable course video recording mode.”
BackgroundA Time-Optimized Content Creation Workflow for Remote Teaching
Hofstätter, S., Althammer, S., Sertkan, M., & Hanbury, A. (2022) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/3478431.3499421 · Cited by 4
The Teaching and Learning Function of Personal Stories: Correlational and Experimental Evidence
Alea, N. L., & Osfeld, M. J. (2022) · Teaching of Psychology · doi:10.1177/00986283221081008 · Cited by 3
“This is a 1-minute difference between the two conditions in terms of how long participants needed to pay attention to the lecture, and within the optimal range for pre-recorded lectures (e.g., median engagement time is 6 min; Guo et al., 2014).”
BackgroundHMNet: a hierarchical multi-modal network for educational video concept prediction
Huang, W., Xiao, T., Liu, Q., Huang, Z., Ma, J., & Chen, E. (2023) · International Journal of Machine Learning and Cybernetics · doi:10.1007/s13042-023-01809-6 · Cited by 3
Pepin, B., Kock, Z.-J., & Rezat, S. (2023) · Springer international handbooks of education · doi:10.1007/978-3-030-95060-6_26-2 · Cited by 3
A Dialogue-Like Video Created From a Monologue Lecture Video Provides Better Learning Experience
Nugraha, A., Inoue, T., Salim, T. A., & Inamullah, M. H. (2023) · International Journal of Distance Education Technologies · doi:10.4018/ijdet.334012 · Cited by 6
“Aside from the enhancement of the video lecture, the presentation style also could affect learning engagement (Guo et al., 2014).”
BackgroundMethodIndividual learning paths mastering teachers’ professional vision
Oellers, M., Junker, R., & Holodynski, M. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1305073 · Cited by 7
Handorf, A., Healy, M. G., Klouda, A., et al. (2024) · Academic Medicine · doi:10.1097/acm.0000000000005718 · Cited by 3
Perraud, R., Tabard, A., & Malacria, S. (2024) · Designing Interactive Systems Conference · doi:10.1145/3643834.3661511 · Cited by 3
“As a medium, they also foster a more pronounced engagement from learners [22, 32].”
BackgroundÇiğdem, H., & Öncü, S. (2024) · TechTrends · doi:10.1007/s11528-024-01031-3 · Cited by 4
“Engagement is a crucial component of student learning and academic success (Çiğdem & Öncü, 2023; Fredricks et al., 2004; Guo et al., 2014; Hutain & Michinov, 2022; Saqr et al., 2023).”
Wang, X., Sun, Y. M., Su, Y., et al. (2024) · 2022 IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie61694.2024.10893458 · Cited by 3
Curious Shorts: Curiosity-Driven Exploration and Learning on Short-Form Video Platforms
Tan, F. F.-Y., Ram, A., Messerschmidt, M. A., Dissanayake, H. A., & Nanayakkara, S. C. (2025) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3713951 · Cited by 5
Metadata
- Authors
- Guo, P. J., Kim, J., & Rubin, R.
- Affiliations
- University of Rochester (US)
- MIT Computer Science and Artificial Intelligence Laboratory (US)
- edX, Cambridge, MA, USA
- Venue
- Proceedings of the first ACM conference on Learning @ scale conference
- Publisher
- ACM
- Published
- 2014-03-04
- Pages
- 41-50
- OpenAlex
- W2051525497
- Cited by
- 1,850
- References
- 10
- Citations by year
- 2026: 113 · 2025: 138 · 2024: 168 · 2023: 172 · 2022: 204 · 2021: 173 · 2020: 172 · 2019: 200 · 2018: 165 · 2017: 142 · 2016: 92 · 2015: 90 · 2014: 19
- FWCI
- 72.58
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- ACM Conference on Learning @ Scale (L@S) (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Education › Innovations in Educational Methods
- Keywords
- educational videos, student engagement, online learning, MOOCs, edX, video length, learner behavior
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