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
Citations
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Items 201–300 of 1,003
Shah, V. G., Murthy, S., Warriem, J. M., Sahasrabudhe, S. S., Banerjee, G., & Iyer, S. R. (2022) · Educational Technology Research and Development · doi:10.1007/s11423-022-10081-4 · Cited by 42
“Based on video engagement analysis, it was shown that irrespective of the video length, the median engagement time for MOOC videos is at most 6 min (Guo et al., 2014).”
BackgroundAlbayram, Y., Khan, M. M. H., & Fagan, M. E. (2017) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2017.1306765 · Cited by 41
“Another more recent work that studied different aspects of MOOC videos identified that the median engagement time is at most 6 minutes irrespective of the video lengths, and shorter videos (0 – 3 minutes) have the highest level of engagement (Guo et al., 2014).”
BackgroundTwelve tips for reducing production time and increasing long-term usability of instructional video
Norman, M. K. (2017) · Medical Teacher · doi:10.1080/0142159x.2017.1322190 · Cited by 41
“A simple video shot on a smart phone can be surprisingly effective (Guo et al. 2014), as can videos recorded with free or inexpensive programs like Screencast-O-Matic (https://screencast-o-matic.com/), Jing (https:// www.techsmith.com/jing.html), or Screenflow (https://www.…”
BackgroundMethodInfluentialRole of Instructors' Forum Interactions With Students in Promoting MOOC Continuance
Zhang, C., Chen, H., & Phang, C. W. (2018) · Journal of Global Information Management · doi:10.4018/jgim.2018070108 · Cited by 41
Khandwala, K., & Guo, P. J. (2018) · ACM Conference on Learning @ Scale (L@S) · doi:10.1145/3231644.3231652 · Cited by 41
Self-citationFung, F. M., & Lam, Y. (2020) · Journal of Chemical Education · doi:10.1021/acs.jchemed.0c00590 · Cited by 41
Herrera, J. P., & Soria-Vílchez, A. (2021) · Heliyon · doi:10.1016/j.heliyon.2021.e06702 · Cited by 52
“In this sense, there are some influential aspects such as the length, the type of content, the design, the narrative style, the inclusion of images, the position of the text on the screen or the integration of subtitles (Arguel and Jamet, 2009; Guo et al., 2014).”
BackgroundMOOC performance prediction and personal performance improvement via Bayesian network
Hao, J., Gan, J., & Zhu, L. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-10926-8 · Cited by 41
“(2) the curriculum-related factors (including the style of course design, the institutional support, the students’ engagement, etc.) (Guo et al., 2014) and (3) the environment-related factors (including the work commitments, supportive forum, etc.) (Zhang et al., 2019).”
BackgroundLessons Learned in the Design and Delivery of an Introductory Programming MOOC
Fitzpatrick, J. M., Lédeczi, Á., Narasimham, G., Lafferty, L., Labrie, R., Mielke, P. T., Kumar, A., & Brady, K. A. (2017) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/3017680.3017730 · Cited by 40
“The remainder of the paper discusses these factors in detail and presents an evaluation of the MOOC based on data on thousands of students who took the course in 2015.”
BackgroundEmotional design of pedagogical agents: the influence of enthusiasm and model-observer similarity
Beege, M., & Schneider, S. (2023) · Educational Technology Research and Development · doi:10.1007/s11423-023-10213-4 · Cited by 50
Pappas, I. O., Giannakos, M. N., & Mikalef, P. (2017) · Journal of Computing in Higher Education · doi:10.1007/s12528-017-9132-6 · Cited by 41
“…styles, such as PowerPoint slide presentations with voiceover, full-screen videos of an instructor drawing (Khan-style), video captured from a live classroom lecture, an instructor recorded in a studio with no audience and close-up shots of the instructor’s head, and so on (Guo et al. 2014).”
BackgroundFlipped learning wheel (FLW): a framework and process design for flipped L2 writing classes
Luo, Z., O’Steen, B., & Brown, C. (2020) · Smart Learning Environments · doi:10.1186/s40561-020-00121-y · Cited by 43
“We suggest keeping each video within 6 min in length, as Guo, Kim, and Rubin (2014) suggest that segmented videos within 6 min are ideal in engaging students.”
MethodÇiğdem, H., Öztürk, M., Karabacak, Y., ATİK, N., Gürkan, S., & Aldemir, M. H. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12845-2 · Cited by 90
“Engagement is considered to be a crucial factor in academic success and learning outcomes (Çiğdem & Öncü, 2023 ; Fredricks et al., 2004; Guo et al., 2014; Hutain & Michinov, 2022 ; Saqr et al., 2023 ).”
Twelve tips for the production of digital chalk-talk videos
Rana, J., Besche, H. C., & Cockrill, B. A. (2017) · Medical Teacher · doi:10.1080/0142159x.2017.1302081 · Cited by 39
“If you choose to do a “ talking head ” approach, we recommend keeping it informal: Guo et al. (2014) also found that learners in online courses engaged more with low-production videos (filmed at an instructor ’ s desk) than high-production videos (filmed in a multi-million-dollar TV studio).”
BackgroundInfluentialTeaching Software Engineering Principles to K-12 Students: A MOOC on Scratch
Hermans, F., & Aivaloglou, E. (2017) · IEEE/ACM International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET) · doi:10.1109/icse-seet.2017.13 · Cited by 40
“based on 7 million viewing sessions [12].”
Cognitive Sciences for Computing Education
Robins, A. V., Margulieux, L. E., & Morrison, B. B. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.010 · Cited by 44
How to Use YouTube for Radiology Education
Staziaki, P. V., Santo, I. D. D. O., Skobodzinski, A. A., Park, L. K., & Bedi, H. S. (2020) · Current Problems in Diagnostic Radiology · doi:10.1067/j.cpradiol.2020.11.007 · Cited by 39
Miedany, Y. M. E. (2018) · Springer eBooks · doi:10.1007/978-3-319-98213-7_15 · Cited by 45
The Effects of Instructional Design on Student Engagement with Video Lectures at Cyber Universities
Costley, J., Hughes, C., & Lange, C. H. (2017) · Journal of Information Technology Education Research · doi:10.28945/3728 · Cited by 39
“Additionally, designing video lectures that are a specific length has been shown to increase the chance that students will complete the lectures (Guo et al., 2014) and that getting students to use the platform effectively may influence their decision to continue watching the video lectures (J.”
BackgroundResultInfluentialIntegrating discussion and digital media to increase classroom interaction
Wooten, J. (2020) · International Review of Economics Education · doi:10.1016/j.iree.2020.100174 · Cited by 44
Strategies for comprehending and integrating texts and videos
List, A. (2018) · Learning and Instruction · doi:10.1016/j.learninstruc.2018.01.008 · Cited by 37
What are the influencing factors of online learning engagement? A systematic literature review
Hu, J., & Xiao, W. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1542652 · Cited by 67
“Finally, the visual and linguistic aspects of online learning content, especially when presented in video format, have been found to facilitate effective learning (Guo et al., 2014).”
Sommer, M., & Ritzhaupt, A. D. (2018) · Journal of Information Technology Education Research · doi:10.28945/4059 · Cited by 37
“Guo et al. state that videos that include the instructor’s “talking head” (instructor’s upper body put in one of the corners of the video so learners can see facial expressions and cues) and videos that are broken up into shorter chunks of less than six minutes are more engaging (p. 45). Mayer and Moreno (2003) suppor…”
BackgroundPromoting Student Awareness of Green Chemistry Principles via Student-Generated Presentation Videos
Grieger, K., & Leontyev, A. (2020) · Journal of Chemical Education · doi:10.1021/acs.jchemed.0c00639 · Cited by 37
Wright, G. W., & Park, S. (2021) · Studies in Science Education · doi:10.1080/03057267.2021.1933354 · Cited by 49
“Only one study (*Maciejewski, 2016) discussed how the length of the videos (approximately six minutes) was informed by previous research on the optimal length of videos for maximised student engagement (e.g., Guo et al., 2014).”
MethodThanyadit, S., Punpongsanon, P., Piumsomboon, T., & Pong, T.-C. (2022) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3512983 · Cited by 39
“The participants avoided splitting their attention by using a chunking strategy [18] instead, which is partially supported by auto-pause and checklist in conditions with temporal assistive tools.”
MethodResultInfluentialAlgarni, B., & Lortie‐Forgues, H. (2022) · British Journal of Educational Technology · doi:10.1111/bjet.13250 · Cited by 56
The effectiveness of enhanced interaction features in educational videos: a meta-analysis
Ploetzner, R. (2022) · Interactive Learning Environments · doi:10.1080/10494820.2022.2123002 · Cited by 50
“The learners ’ attention might fade the longer a video is watched (e.g. Guo et al., 2014).”
A Longitudinal Study on Learner Career Advancement in MOOCs
Wang, Y., Paquette, L., & Baker, R. S. (2014) · Journal of Learning Analytics · doi:10.18608/jla.2014.13.23 · Cited by 36
Medical student attitudes toward kidney physiology and nephrology: a qualitative study
Roberts, J. K., Sparks, M. A., & Lehrich, R. W. (2016) · Renal Failure · doi:10.1080/0886022x.2016.1230459 · Cited by 36
Au centre des Mooc, les capsules vidéo : un renouveau de la télévision éducative ?
Peraya, D. (2017) · Distances et médiations des savoirs · doi:10.4000/dms.1738 · Cited by 36
“Dans cette perspective, ils se basent sur l’analyse des composantes des vidéos des Mooc (notamment Guedes da Silva et al., 2016 ; Guo et al., 2014) ou « leurs affordances pour l’apprentissage » (Hansch et al.”
BackgroundCollaborative Live Media Curation
Hamilton, W. A., Lupfer, N., Botello, N., et al. (2018) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3173574.3174129 · Cited by 36
“3174129 asynchronous forms, such as pre-recorded YouTube lectures [26] and student discussion forums [10].”
BackgroundGeri, N., Winer, A., & Zaks, B. (2017) · Interdisciplinary Journal of e-Skills and Lifelong Learning · doi:10.28945/3875 · Cited by 36
Computing EducationLiterature Review and Voices from the Field
Blikstein, P., & Moghadam, S. H. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.004 · Cited by 43
Grant, C. (2019) · Research in Learning Technology · doi:10.25304/rlt.v27.2240 · Cited by 36
“…quantitative measures were used as indicators of a form of cognitive presences, namely, engagement with the videos (Geri, Winer, and Zaks 2017; Guo, Kim, and Rubin 2014), including average proportion of videos watched and whether participants reported completing the interactive elements in…”
BackgroundMethodInfluentialShort instructional videos for the TikTok generation
Ding, N., Xu, X., & Lewis, E. (2022) · Journal of Education for Business · doi:10.1080/08832323.2022.2103489 · Cited by 35
“In a study of MOOC video engagement, Guo et al. (2014) studied 6.9 million video-watching sessions from four MOOC courses and noted that video length is the most significant indicator of students’ engagement.”
BackgroundInfluentialThe Effects of Digital Storytelling on the Retention and Transferability of Student Knowledge
Ginting, D., Woods, R., Barella, Y., Limanta, L. S., Madkur, A., & How, H. E. (2024) · SAGE Open · doi:10.1177/21582440241271267 · Cited by 95
“With the integration of visual media, such as images and animations, SNV can provide a rich and engaging learning experience, which is a crucial factor in the retention of information (Guo et al., 2014).”
Cohen, A., & Holstein, S. (2018) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12259 · Cited by 37
The Effect of Content Delivery Style on Student Performance in Anatomy
White, L. J., McGowan, H., & McDonald, A. C. (2018) · Anatomical Sciences Education · doi:10.1002/ase.1787 · Cited by 35
Offergeld, C., Ketterer, M. C., Neudert, M., et al. (2020) · HNO · doi:10.1007/s00106-020-00939-5 · Cited by 35
Online microlearning and student engagement in computer games higher education
McKee, C., & Ntokos, K. (2022) · Research in Learning Technology · doi:10.25304/rlt.v30.2680 · Cited by 35
“Considering that length is the most important factor in determining engagement (Guo, Kim, and Rubin 2014), there is a clear need here for more specific data discerning the connection between engagement and video length in an academic context, conducted at a local level (Lange and Costley 2020).”
BackgroundMethodInfluentialHow Do In-video Interactions Reflect Perceived Video Difficulty?
Li, N., Kidziński, Ł., Jermann, P., & Dillenbourg, P. (2015) · Infoscience (Ecole Polytechnique Fédérale de Lausanne) · Cited by 34
Documenting and sharing software knowledge using screencasts
MacLeod, L., Bergen, A., & Storey, M. (2017) · Empirical Software Engineering · doi:10.1007/s10664-017-9501-9 · Cited by 35
Using Learning Analytics to Devise Interactive Personalised Nudges for Active Video Watching
Dimitrova, V. G., Mitrović, A., Piotrkowicz, A., Lau, L., & Weerasinghe, A. (2017) · ACM Conference on User Modeling, Adaptation and Personalization (UMAP) · doi:10.1145/3079628.3079683 · Cited by 34
“Video-based learning [49] is widely used in both formal education and informal learning in a variety of contexts, such as MOOCs [18,47], flipped classroom [27] and problem-based learning [21].”
BackgroundIntroducing economics to millennials
Carrasco‐Gallego, J. A. (2017) · International Review of Economics Education · doi:10.1016/j.iree.2017.08.002 · Cited by 34
Effects of a review video and practice in video-based statistics training
van der Meij, H., & Dunkel, P. B. L. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.103665 · Cited by 35
Antonaci, A., Klemke, R., Lataster, J., Kreijns, K., & Specht, M. M. (2019) · Lecture notes in computer science · doi:10.1007/978-3-030-29736-7_13 · Cited by 34
“Furthermore, it has been shown that teacher/instructor styles play an important role in engaging students [23], as well as videos [24], formative assessment, feedback practices [25], and time management solutions that support learners [26].”
BackgroundYuan, M., Zeng, J., Wang, A., & Shang, J. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.746857 · Cited by 34
Designing and Developing a MOOC
Doherty, I., Harbutt, D., & Sharma, N. (2015) · Medical Science Educator · doi:10.1007/s40670-015-0123-9 · Cited by 34
“Based on an empirical study of the effects of video production decisions on student engagement, Guo, Kim and Rubin make the following recommendations [7]:”
BackgroundLiu, S., Peng, X., Cheng, H. N. H., Liu, Z., Sun, J., & Yang, C. (2018) · Journal of Educational Computing Research · doi:10.1177/0735633118757181 · Cited by 35
Fostering Engagement with Gamification: Review of Current Practices on Online Learning PlatformsPreprint
Hansch, A., Newman, C., & Schildhauer, T. A. (2015) · SSRN Electronic Journal · doi:10.2139/ssrn.2694736 · Cited by 36
Moozeh, K., Farmer, J., Tihanyi, D., Nadar, T., & Evans, G. J. (2019) · Journal of Chemical Education · doi:10.1021/acs.jchemed.9b00107 · Cited by 36
Lin, J., Sun, G., Cui, T., Shen, J., Dongming Xu, A., Beydoun, G., Yu, P., Pritchard, D. E., Li, L., & Chen, S. (2019) · World Wide Web · doi:10.1007/s11280-019-00730-9 · Cited by 33
“As found in the studies [6, 23], user’s engagement of online learning activities plunge quickly after 7 min, and videos with short time duration are more popular among learners.”
BackgroundJouicha, A. I., Berrada, K., Bendaoud, R., et al. (2020) · IEEE Access · doi:10.1109/access.2020.2966762 · Cited by 33
Guideline to Develop an Instructional Design Model Using Video Conference in Open Learning
Nonthamand, N. (2020) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v15i03.10842 · Cited by 33
“Video conference learning is used in the instructional design model including flipped classroom [8], online learning, massive open online courses (MOOCs) [9], [10], [11], an open-learning source using video for teaching or video conference where the video is material used as synchronous two-way communication.”
MethodNückles, M. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09567-5 · Cited by 47
“Recent findings by data mining analyses of MOOCs suggest that student engagement is highest for short videos of no more than 6 min of length and sharply drops below the 50% watch-time for videos exceeding this length (Guo et al. 2014).”
BackgroundVideo-based Learning in Surgery
Yee, A., Padovano, W. M., Fox, I. K., Hill, E. J. R., Rowe, A. G., Brunt, L. M., Moore, A. M., Snyder‐Warwick, A. K., Kahn, L. C., Wood, M. D., et al. (2019) · Annals of Surgery · doi:10.1097/sla.0000000000003306 · Cited by 38
“To maximize engagement in online courses, it has been suggested that video duration be limited to 10 minutes.(29,30) However, this recommendation had not been evaluated for surgical videos, which must often summarize procedures lasting several hours.”
BackgroundA Brief Study on Short Video Platform and Education
Zhang, T. (2020) · International Conference on Literature, Art and Human Development (ICLAHD) · doi:10.2991/assehr.k.201215.494 · Cited by 33
Video-based learning to enhance teaching of practical microbiology
Lacey, K., & Wall, J. G. (2020) · FEMS Microbiology Letters · doi:10.1093/femsle/fnaa203 · Cited by 33
Tkáčová, H., Pavlíková, M., Tvrdoň, M., et al. (2021) · Sustainability · doi:10.3390/su13084138 · Cited by 33
A Game-Based Learning Approach in Digital Design Course to Enhance Students’ Competency
Velaora, C., Dimos, I., Tsagiopoulou, S., & Kakarountas, A. P. (2022) · Information · doi:10.3390/info13040177 · Cited by 44
Explaining Student Behavior at Scale
van der Sluis, F., Ginn, J., & van der Zee, T. (2016) · ACM Conference on Learning @ Scale (L@S) · doi:10.1145/2876034.2876051 · Cited by 34
“A particular popular guideline is the ’less than 6 minutes’ recommendation, proposed by [10], which is also based on analyzing dwelling times.”
BackgroundInfluentialFactors for Development of Learning Content and Task for MOOCs in an Asian Context
Nordin, N. M., Norman, H., Embi, M. A., et al. (2016) · International Education Studies · doi:10.5539/ies.v9n5p48 · Cited by 32
“This could be related to a study by Guo et al. (2014) where they discovered that the use of talking heads were more engaging to students rather than just displaying powerpoint slides in the videos.”
BackgroundLearning Sciences for Computing Education
Margulieux, L. E., Dorn, B., & Searle, K. A. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.009 · Cited by 33
Exploring MOOC User Behaviors Beyond Platforms
Gamage, D., Perera, I., & Fernando, S. (2020) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v15i08.12493 · Cited by 32
“…clicks, views, assignment submissions and forum entries investigate various aspects of MOOC learning, such as the effect of lecture video types on learner engagement [20], the introduction of gamification [11], the impact of instructor involvement [37] and the significance of peer learning [12].”
BackgroundDesigning a tablet-based prematurity education app for parents hospitalized for preterm birth
Rau, N. M., Hasan, K., Ahamed, S. I., Asan, O., Flynn, K. E., & Basir, M. (2020) · International Journal of Medical Informatics · doi:10.1016/j.ijmedinf.2020.104200 · Cited by 32
The EdTech difference: Digitalisation, digital pedagogy, and technology enhanced learning
Cowling, M., Crawford, J., Vallis, C., Middleton, R., & Sim, K. N. (2022) · Journal of University Teaching and Learning Practice · doi:10.53761/1.19.2.1 · Cited by 35
Micro Learning Adaptation in MOOC: A Software as a Service and a Personalized Learner Model
Sun, G., Cui, T., Guo, W. W., Beydoun, G., Dongming Xu, A., & Shen, J. (2015) · Lecture notes in computer science · doi:10.1007/978-3-319-25515-6_16 · Cited by 31
“9 million records of video playing, edX found that the videos with a time length less than 6 minutes are more attractive, while students’ engagements drop sharply after 6 minutes [6].”
BackgroundA framework for the development of educational video: An empirical approach
Moussiades, L., Kazanidis, I., & Iliopoulou, A. (2017) · Innovations in Education and Teaching International · doi:10.1080/14703297.2017.1399809 · Cited by 44
“(4) Control the rate of speech in regards to fast or slow as it is considered that student engagement increases proportionally to speaking rate (Guo, Kim, & Robin, 2014).”
BackgroundImplementation and evaluation of flipped learning for delivery of analytical chemistry topics
Ponikwer, F., & Patel, B. A. (2018) · Analytical and Bioanalytical Chemistry · doi:10.1007/s00216-018-0892-2 · Cited by 31
“This viewing time is similar to what is indicated for an appropriate time for video content online [23].”
MethodLewis, C. M., Shah, N., & Falkner, K. E. K. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.017 · Cited by 36
Kim, D., Jo, I., Song, D., Zheng, H., Li, J., Zhu, J., Huang, X., Yan, W., & Xu, Z. (2021) · Asia Pacific Education Review · doi:10.1007/s12564-021-09690-0 · Cited by 38
“Guo et al. (2014) found that most students participating in video-based AOCs such as massive open online courses (MOOCs) spent 6 min at most both on short (0–12 min) and long (12–40 min) lecture videos.”
BackgroundInfluentialA meta-analysis of eight factors influencing MOOC-based learning outcomes across the world
Yu, Z., Xu, W., & Sukjairungwattana, P. (2022) · Interactive Learning Environments · doi:10.1080/10494820.2022.2096641 · Cited by 31
“Videos with teachers ’ talking heads were more interesting and those with guides were more eye-catching than those without (Guo et al., 2014).”
BackgroundLeveraging the power of music to improve science education
Crowther, G. J., McFadden, T., Fleming, J. S., & Davis, K. S. (2016) · International Journal of Science Education · doi:10.1080/09500693.2015.1126001 · Cited by 31
The effects of reviews in video tutorials
van der Meij, H., & van der Meij, J. (2016) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12136 · Cited by 30
Demonstration-based training (DBT) in the design of a video tutorial for software training
van der Meij, H., & van der Meij, J. (2016) · Instructional Science · doi:10.1007/s11251-016-9394-9 · Cited by 36
“Based on the literature providing advice on videos (e.g., Guo et al. 2014; Plaisant and Shneiderman 2005; Wistia 2012) an upper limit of 3 min was chosen for individual videos.”
MethodAtapattu, T., & Falkner, K. E. K. (2018) · Journal of Learning Analytics · doi:10.18608/jla.2018.53.12 · Cited by 30
“Guo et al. (2014) conducted an empirical study to investigate how video production (e.g., recorded in the studio or informal setting like a classroom) affects student engagement and found that shorter videos (less than 6 minutes) are more engaging.”
BackgroundMethodResultInfluentialChen, C.-Y., & Yen, P.-R. (2019) · Interactive Learning Environments · doi:10.1080/10494820.2019.1572627 · Cited by 34
Two sides of the same coin: video annotations and in-video questions for active learning
Mirriahi, N., Jovanović, J., Lim, L.-A., & Lodge, J. M. (2021) · Educational Technology Research and Development · doi:10.1007/s11423-021-10041-4 · Cited by 38
“The introduction of massive open and online courses (MOOCs) in 2012 has further fuelled the rapid adoption of educational videos, particularly lecture or concept recordings produced by the instructor which are central to the learning experience (Guo et al., 2014).”
BackgroundCho, M., & Byun, M.-K. (2017) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v18i5.2892 · Cited by 30
“In a recent study on MOOC videos, Guo, Kim, and Rubin (2014) found that students prefer to see instructors lecturing in an informal setting.”
BackgroundComprehension across mediums: the case of text and video
List, A., & Ballenger, E. E. (2019) · Journal of Computing in Higher Education · doi:10.1007/s12528-018-09204-9 · Cited by 37
Redesigning Computer Engineering Gateway Courses Using a Novel Remediation Hierarchy
DeMara, R., Khoshavi, N., Pyle, S. D., Edison, J., Hartshorne, R., Chen, B., Georgiopoulos, M., & DeMara, R. F. (2016) · ASEE Annual Conference & Exposition · doi:10.18260/p.26063 · Cited by 29
Krugel, J., & Hubwieser, P. (2017) · IEEE Global Engineering Education Conference · doi:10.1109/educon.2017.7943079 · Cited by 31
“The videos were produced based on the suggestions of [15] and similar to the suggestions by [16] published shortly after our recording.”
MethodEnriched Interactive Videos for Teaching and Learning
Benkada, C., & Moccozet, L. (2017) · International Conference Information Visualisation (IV) · doi:10.1109/iv.2017.74 · Cited by 29
“Of course, the types of video, the way the teacher incorporates the videos in the organization of teaching, even the way he adapts his teaching to the videos, all these aspects have an impact on the level of student engagement [3].”
BackgroundProviding personalized learning guidance in MOOCs by multi-source data analysis
Zhang, M., Zhu, J., Wang, Z., & Chen, Y. (2018) · World Wide Web · doi:10.1007/s11280-018-0559-0 · Cited by 31
“For example, previous work explored the effect of video production on student engagement [12, 23], which can be viewed as an instruction for teachers when preparing filmed lectures.”
BackgroundHew, K. F., & Lo, C. K. (2018) · Interactive Learning Environments · doi:10.1080/10494820.2018.1545671 · Cited by 29
How Learner Support Services Affect Student Engagement in Online Learning Environments
He, H., Zheng, Q., Di, D., & Dong, B. (2019) · IEEE Access · doi:10.1109/access.2019.2910589 · Cited by 23
“[17] used the time that a student spends on a video and whether a student attempts the follow-up problem after watching a video as the proxy for engagement.”
BackgroundA Data-Driven Student Model to Provide Adaptive Support During Video Watching Across MOOCs
Lallé, S., & Conati, C. (2020) · Lecture notes in computer science · doi:10.1007/978-3-030-52237-7_23 · Cited by 29
Understanding student perceptions of worked example videos through the technology acceptance model
Dart, S., Cunningham, S., & Dawes, L. A. (2020) · Computer Applications in Engineering Education · doi:10.1002/cae.22301 · Cited by 30
Apriadi, H. (2021) · JNPM (Jurnal Nasional Pendidikan Matematika) · doi:10.33603/jnpm.v5i1.3621 · Cited by 29
Choice Architecture for Nudges to Support Constructive Learning in Active Video Watching
Dimitrova, V. G., & Mitrović, A. (2021) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-021-00263-1 · Cited by 30
“, 2019), online courses and MOOCs (Guo et al., 2014; Koedinger et al., 2015; Soffer & Cohen, 2019), and informal learning (Giannakos et al.”
BackgroundCojean, S., & Jamet, É. (2021) · British Journal of Educational Technology · doi:10.1111/bjet.13164 · Cited by 32
Learning critical thinking skills online: can precision teaching help?
Tan, A. J. Y., Davies, J. L., Nicolson, R. I., & Karaminis, T. N. (2023) · Educational Technology Research and Development · doi:10.1007/s11423-023-10227-y · Cited by 36
Rein, B. A. (2023) · Neuroscience · doi:10.1016/j.neuroscience.2023.08.021 · Cited by 29
“This finding corresponds with a previous study reporting that students taking online classes watched a higher percentage of educational videos that were shorter (Guo et al., 2014).”
ResultImproving Video Engagement by Gamification: A Proposed Design of MOOC Videos
Zhu, Y., Pei, L., & Shang, J. (2017) · Lecture notes in computer science · doi:10.1007/978-3-319-59360-9_38 · Cited by 29
A Novel System for Visual Navigation of Educational Videos Using Multimodal Cues
Zhao, B., Lin, S., Luo, X., Xu, S., & Wang, R. (2017) · ACM International Conference on Multimedia (ACM MM) · doi:10.1145/3123266.3123406 · Cited by 29
“However, most of educational videos are lengthy and lack well-organized indexing and annotations, which seriously hinders students’ learning engagement with instructional videos[8].”
BackgroundVideo Influencers: Unboxing the MystiquePreprint
Rajaram, P., & Manchanda, P. (2020) · SSRN Electronic Journal · doi:10.2139/ssrn.3752107 · Cited by 28
“Similarly, research on educational videos has found that faster speaking rate of instructors is associated with an increase in watch time (Guo et al., 2014).”
Towards Attentive, Bi-directional MOOC Learning on Mobile Devices
Xiao, X., & Wang, J. (2015) · INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION · doi:10.1145/2818346.2820754 · Cited by 29
Evaluating the Relevance of Educational Videos Using BKT and Big Data.
MacHardy, Z., & Pardos, Z. A. (2015) · Educational Data Mining · Cited by 28
Zhang, H., Sun, M., Wang, X., et al. (2017) · doi:10.1145/3041021.3054166 · Cited by 28
“2 Enhancing User Engagements Researchers have found that video production affects user engagement to some extent [12], since user interacting experience with video depends on the style of video production.”
Background
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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