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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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“This is also the maximum ideal length of an educational video [9].”
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“Shorter videos can also enhance learning engagement (Guo et al., 2014) due to their features.”
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“Previous studies have found that the inclusion of an instructor’s face provides a more intimate and personal feel compared to video instruction not including the instructor’s face (Guo, Kim, & Rubin, 2014; Kizilcec, Papadopoulos, & Sritanyaratana, 2014).”
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Technology Acceptance of Massive Open Online Courses in Malaysia
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“Data mining was also applied in (Guo et al. 2014) to see how video production decisions can affect students’ engagement.”
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“The videos should be short and not exceed 6 – 7 min (Hsin & Cigas 2013; Guo et al. 2014), you should adopt a conversational style to development greater student engagement (Mayer 2008), and make sure the content is in context – do not bring in video lectures from previous courses to try and cut…”
BackgroundMapping the Factors Influencing Success of Massive Open Online Courses (MOOC) in Higher Education
Albelbisi, N. A., Yusop, F. D., & Salleh, U. K. M. (2018) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.29333/ejmste/91486 · Cited by 58
“Guo, Kim, and Rubin (2014) found that short videos, inclusion of instructor talking-head videos, and presence of drawing-hand style instructions were the most commonly useful factors for enhancement of student engagement in MOOC.”
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Teaching and Learning Chemistry via Augmented and Immersive Virtual Reality
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Masters, K., Correia, R., Nemethy, K., Benjamin, J. C., Carver, T. E., & MacNeill, H. (2023) · Medical Teacher · doi:10.1080/0142159x.2023.2259069 · Cited by 45
“If the instruction needs to be longer, “ chunking ” helps collating information that cannot be fitted under 6 min (Guo et al. 2014).”
BackgroundVisiones educativas sobre los MOOC
Almenara, J. C. (2015) · RIED Revista Iberoamericana de Educación a Distancia · doi:10.5944/ried.18.2.13718 · Cited by 45
The potential benefits of using videos in higher education
Vieira, I., Lopes, A. P., & Soares, F. (2014) · Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT) · Cited by 45
Student Perceptions of Lecture-Capture Video to Facilitate Learning in a Flipped Classroom
Xiu, Y., Moore, M. E., Thompson, P., & French, D. P. (2018) · TechTrends · doi:10.1007/s11528-018-0293-6 · Cited by 48
Effects of lecture video styles on engagement and learning
Chen, H.-T. M., & Thomas, M. (2020) · Educational Technology Research and Development · doi:10.1007/s11423-020-09757-6 · Cited by 45
“Recorded lecture videos are an integral part of distance education (Chen and Wu 2015; Guo et al. 2014; Kim et al. 2014).”
BackgroundMethodResultInfluentialSuccess factors of online learning videos
Diwanji, P., Simon, B. P., Marki, M., Korkut, S., & Dornberger, R. (2014) · International Conference on Interactive Mobile Communication, Technologies and Learning · doi:10.1109/imctl.2014.7011119 · Cited by 44
Embracing distance education in a blended learning model: challenges and prospects
Fresen, J. W. (2018) · Distance Education · doi:10.1080/01587919.2018.1457949 · Cited by 44
“(4) The optimum length for recorded lectures in an online course is three to six minutes (Guo, Kim, & Rubin, 2014).”
BackgroundMüller, F. A., & Wulf, T. (2021) · The International Journal of Management Education · doi:10.1016/j.ijme.2021.100530 · Cited by 48
Garcia, M. B., & Yousef, A. M. F. (2022) · Research and Practice in Technology Enhanced Learning · doi:10.58459/rptel.2023.18020 · Cited by 49
“that a talking head is more engaging (Guo et al., 2014) and that annotations made students pause and/or replay the video materials (Tseng, 2021).”
BackgroundFlipped Classroom Model: Effects on Performance, Attitudes and Perceptions in High School Algebra
Esperanza, P., Fabian, K., & Toto, C. (2016) · Lecture notes in computer science · doi:10.1007/978-3-319-45153-4_7 · Cited by 47
Heuvelen, K. M. V., DAUB, G. W., & Ryswyk, H. V. (2020) · Journal of Chemical Education · doi:10.1021/acs.jchemed.0c00691 · Cited by 43
Raj, N. S., & Renumol, V. G. (2022) · E-Learning and Digital Media · doi:10.1177/20427530221108027 · Cited by 43
“The largest-scale research is done on student engagement when watching videos using data from 6.9 million video sessions across four courses on the edX platform (Guo et al., 2014).”
BackgroundInfluentialLike it or learn from it: Effects of talking heads in educational videos
Sondermann, C., & Merkt, M. (2023) · Computers & Education · doi:10.1016/j.compedu.2022.104675 · Cited by 44
Using learning analytics to explore the multifaceted engagement in collaborative learning
Xing, W., Zhu, G., Arslan, O., Shim, J., & Popov, V. (2022) · Journal of Computing in Higher Education · doi:10.1007/s12528-022-09343-0 · Cited by 50
“Guo et al. (2014) studied how video production affects students’ engagement in a MOOCs course.”
BackgroundIdentifying learning strategies associated with active use of video annotation software
Pardo, A., Mirriahi, N., Dawson, S., Zhao, Y., Zhao, A., & Gašević, D. (2015) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/2723576.2723611 · Cited by 42
“This measure is applied in lieu of the time the video is viewed, as that measure is subject to inaccuracies that requires special heuristics [13].”
MethodSupporting Constructive Video-Based Learning: Requirements Elicitation from Exploratory Studies
Mitrović, A., Dimitrova, V. G., Lau, L., Weerasinghe, A., & Mathews, M. (2017) · Lecture notes in computer science · doi:10.1007/978-3-319-61425-0_19 · Cited by 42
“Video-based learning [ 27] is used in a wide spectrum of instructional settings, ranging from flipped classrooms [ 15], online learning and MOOCS [10,23] to informal learning using YouTube.”
Fung, F. M. (2017) · Journal of Chemical Education · doi:10.1021/acs.jchemed.7b00004 · Cited by 42
Easiness, usefulness and intention to use a MOOC in nursing.
Padilha, J., Machado, P., Ribeiro, A., Ribeiro, R., Vieira, F., & Costa, P. (2020) · Nurse Education Today · doi:10.1016/j.nedt.2020.104705 · Cited by 32
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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