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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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“In particular, schools have leveraged video-based learning to provide educational opportunities for distanced students, as massive open online courses have done [22, 32].”
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“We focus on slides-based lecture videos that show PowerPoint slides in the video with the voice from the instructor [11], Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for…”
MethodContext and cognitive state triggered interventions for mobile MOOC learning
Xiao, X., & Wang, J. (2016) · INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION · doi:10.1145/2993148.2993177 · Cited by 26
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Students, systems, and interactions
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Ferrari, E., Ballegeer, A.-M., Fuertes, M. Á., Teijón, P. H., Delgado, L., Corrochano, D., Andrés‐Sánchez, S., Pérez, K. M. B. I., García-Vinuesa, A., Cartea, P. Á. M., et al. (2019) · Sustainability · doi:10.3390/su11226317 · Cited by 24
Comparing quality and engagement in face‐to‐face and online teacher professional development
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BackgroundSupporting motivation, task performance and retention in video tutorials for software training
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BackgroundInfluentialA Neurology Clerkship Curriculum Using Video-Based Lectures and Just-in-Time Teaching (JiTT)
Dominguez, M., DiCapua, D. B., Leydon, G., Loomis, C., Longbrake, E. E., Schaefer, S. M., Becker, K. P., Detyniecki, K., Gottschalk, C. H., Salardini, A., et al. (2018) · MedEdPORTAL · doi:10.15766/mep_2374-8265.10691 · Cited by 26
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“Unfortunately, often the style choices for video content are based on “anecdotes, folk wisdom” [20], or precedent [21] instead of specific design decisions aimed at optimizing learning and/or affective outcomes like student interest.”
BackgroundQualitative Methods for Computing Education
Tenenberg, J. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.008 · Cited by 24
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“…esquina de la pantalla, avatar, robot parlante, etc. De un potente estudio sobre la plataforma edX MOOC se muestran algunas conclusiones de interés (Guo et al., 2014): • Los vídeos más cortos son mucho más atractivos que los largos, • Los vídeos que intercalan la cabeza o imagen del profesor con…”
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Contrasting Search as a Learning Activity with Instructor-designed Learning
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CNN-Transformer: A deep learning method for automatically identifying learning engagement
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How Do Students Use Program Visualizations within an Interactive Ebook?
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“…preference towards a short or long video will depend on the “time and situation” (Swain & Waddington, 2020, p.7), it is thought that the shorter the video, the more interaction is produced among users (Guo et al., 2014), and there is even a greater retention of information (Slemmons et al., 2018).”
BackgroundHigh level visual and paralinguistic features extraction and their correlation with user engagement
Haider, F., Salim, F. A., Luz, S. F., et al. (2015) · IEEE International Symposium on Signal Processing and Information Technology (ISSPIT) · doi:10.1109/isspit.2015.7394353 · Cited by 23
“Specifically for videos [7] and [10] analyse user engagement by measuring for how long a user watched a video.”
BackgroundStudying engagement and performance with learning technology in an African classroom
Mutahi, J., Kinai, A., Bore, N., Diriye, A., & Weldemariam, K. (2017) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3027385.3027395 · Cited by 23
“For example, the study in [3] qualitatively demonstrated how learning content (mainly video) production decisions affect student engagement by studying video engagement in online learning. measured engagement based on the time spent on watching each video and number of attempts to answer assessment…”
BackgroundA storyteller's guide to problem‐based learning for information systems management education
Hull, D. M., Lowry, P. B., Gaskin, J. E., & Mirkovski, K. (2019) · Information Systems Journal · doi:10.1111/isj.12234 · Cited by 25
Virtually There: The Potential, Process and Problems of Using 360° Video in the Classroom
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“…a MOOC video engaging and attractive to learners; examples include the overlay of an instructor’s face over the lecture slides [10], shorter video segments instead of one long lecture video [6], and the overlay of an instructor’s gaze to enable learners to more easily follow the video content [25].”
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Ramlatchan, M., & Watson, G. S. (2019) · Educational Technology Research and Development · doi:10.1007/s11423-019-09714-y · Cited by 29
“This finding is echoed in another extensive research review that found production quality and including slides along with the instructor, should positively impact student engagement in the course (Guo et al. 2014).”
ResultHow Do English Language Learners Interact with Different Content Types in MOOC Videos?
Uchidiuno, J., Koedinger, K. R., Hammer, J., Yarzebinski, E., & Ogan, A. (2017) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-017-0156-x · Cited by 23
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“Many scholars reinforce the idea that engagement is essential, not just for online learning, but as a decisive factor for student perseverance, academic success, and course completion (Guo et al. 2014).”
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“Mini-lectures with an average duration of 10 minutes are the most extended video format in Massive Open Online Courses (MOOCs), since viewers’ attention rapidly drops after the first minutes being watched (Guo et al. (2014)).”
Lights, Camera, Action: Facilitating the Design and Production of Effective Instructional Videos
Paolo, T. D., Wakefield, J. S., Mills, L. A., et al. (2017) · TechTrends · doi:10.1007/s11528-017-0206-0 · Cited by 21
“In 2012, Guo et al. (2014) extracted 6.9 million video-watching sessions from four live edX Massive Online Open Courses (MOOCs).”
BackgroundInfluentialAdaptive Learning: The Premise, Promise, and Pitfalls
Johanes, P., & Lagerstrom, L. (2018) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--27538 · Cited by 26
“Part of the interest in adaptation here stems from a well-documented dropout problem [20,26] due to different users entering MOOCs with, for instance, different motivations while also displaying differences in video watching [18,27] and course navigation [19,25], among many other patterns.”
BackgroundOpportunities for Improving the Learning/Teaching Experience in a Virtual Online Environment
Liang, Z., da Costa, M. G., & Piumarta, I. (2020) · IEEE International Conference on Teaching, Assessment, and Learning for Engineering · doi:10.1109/tale48869.2020.9368419 · Cited by 21
“Guo, et al., found that some types of videos worked better than others [5].”
BackgroundResultInfluentialSallam, S., Sakamoto, Y., Leboe-McGowan, J. P., Latulipe, C., & Irani, P. (2022) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3491102.3517727 · Cited by 22
“Given the brevity of DVs [5, 41], we focus on DVs’ ability to infuence their viewers’ perception of the topic (i.”
BackgroundInfluentialLiu, W., Huang, H., Saleem, A., & Zhao, Z. (2022) · PeerJ · doi:10.7717/peerj.13861 · Cited by 28
A field guide for implementing a flipped classroom
Poulain, P., Bertrand, M., Dufour, H. D., & Taly, A. (2023) · Biochemistry and Molecular Biology Education · doi:10.1002/bmb.21737 · Cited by 21
“For video resources specifically, Guo et al.25 have recommended choosing or creating short videos of 6 min or less, with a ‘Khan academy’ style, in which the teacher draws explanations on the screen.”
BackgroundEnhancing lecture video navigation with AI generated summaries
Rahman, M. R., Koka, R. S., Shah, S. K., Solorio, T., & Subhlok, J. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11866-7 · Cited by 21
Short, Long, and Segmented Learning Videos: From YouTube Practice to Enhanced Video Players
Seidel, N. (2024) · Technology Knowledge and Learning · doi:10.1007/s10758-024-09745-2 · Cited by 22
“Guo et al. (2014) analysed the engagement time in multiple MOOCs by comparing videos of different types (e.g. lecture, tutorial, other), production style (e.g. slide presentations, classroom, Khan-style), and video length.”
InfluentialRoberts, J. K., Hargett, C. W., Nagler, A., Jakoi, E. R., & Lehrich, R. W. (2015) · AJP Advances in Physiology Education · doi:10.1152/advan.00028.2015 · Cited by 20
“Instructional tutorial videos can be easily created with free or inexpensive software, and one recent study (12) has already identified the best practices to enhance student engagement with instructor-guided videos.”
BackgroundThe flipped classroom: a model for active student learning
Karlsson, G., & Janson, S. (2016) · Cited by 21
Metodología de producción para el desarrollo de contenidos audiovisuales y multimedia para MOOC
Barrio, M. G., Fernández, M. R., & García, S. Á. (2016) · RIED Revista Iberoamericana de Educación a Distancia · doi:10.5944/ried.20.1.16691 · Cited by 21
Design, Deployment and Evaluation of a Flipped Learning First-Year Engineering Course
Pardo, A., & Mirriahi, N. (2017) · Springer eBooks · doi:10.1007/978-981-10-3413-8_11 · Cited by 21
Shu, S., & Woo, B. K. P. (2020) · JMIR Aging · doi:10.2196/20321 · Cited by 21
Castle, E. M., Greenwood, J., Chilcot, J., & Greenwood, S. A. (2020) · British Journal of Health Psychology · doi:10.1111/bjhp.12471 · Cited by 21
“When the length of the video increased, themedian engagement time reduced,with 9- to 12-min videos reporting only 50%median engagement (Guo et al., 2014).”
BackgroundContinuous Evaluation of Video Lectures from Real-Time Difficulty Self-Report
Srivastava, N., Velloso, E., Lodge, J. M., Erfani, S., & Bailey, J. (2019) · Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems · doi:10.1145/3290605.3300816 · Cited by 24
Adaptive review for mobile MOOC learning via implicit physiological signal sensing
Pham, P. T., & Wang, J. (2016) · INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION · doi:10.1145/2993148.2993197 · Cited by 20
“Also different from traditional intelligent tutoring systems (ITS), only limited profile and behavioral information, such as self-reported background [24] and clickstream analysis [5][11][14], are available for researchers to understand the learning process.”
BackgroundInfluentialMicro-learning Platforms Brand Awareness Using Socialmedia Marketing and Customer Brand Engagement
Mujica, A., Villanueva, E., & Lodeiros-Zubiria, M. L. (2021) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v16i17.23339 · Cited by 39
“The second problem faced by MOOC courses is the fact that many learners are only interested in the course videos [13] and are not interested in taking part in the assessments [12], [14] or obtaining a certificate [15].”
BackgroundCognitive engagement on social media: A study of the effects of visual cueing in educational videos
Shen, Z., & Pritchard, M. J. (2022) · Journal of the Association for Information Science and Technology · doi:10.1002/asi.24630 · Cited by 22
“Video engagement on digital media is now of growing relevance for digital marketing (Kesgin & Murth, 2019), e-learning (Guo et al., 2014), social commerce (Shen et al., 2019), and video gaming (Huang et al., 2019).”
BackgroundShin, J. K., Borup, J., Barbour, M. K., & Velasquez, R. V. Q. (2022) · AERA Open · doi:10.1177/23328584221083976 · Cited by 26
“…the following: (Hara et al., 2000; Shin, 2016), video feedback (West et al., 2017; Henderson & Phillips, 2015), video content creation and curation (Guo et al., 2014), social presence (Borup et al., 2014; Lowenthal & Dunlap, 2018; Rourke et al., 2001), and blended learning strategies (Graham et…”
BackgroundUsing LMS Log Data to Explore Student Engagement with Coursework Videos
Maloney, S., Axelsen, M., Galligan, L., Turner, J. F., Redmond, P., Brown, A., Basson, M., & Lawrence, J. (2022) · Online Learning · doi:10.24059/olj.v26i4.2998 · Cited by 21
“For coverage of what makes an instructional video effective there is extensive research (Brame, 2016; Carmichael et al., 2018; Guo et al., 2014; Sherer & Shea, 2011), and for a discussion of the student experience see Alfayez (2021).”
BackgroundMethodInfluentialUsing Learner Reviews to Inform Instructional Video Design in MOOCs
Deng, R., & Gao, Y. (2023) · Behavioral Sciences · doi:10.3390/bs13040330 · Cited by 20
How Economics Faculty Can Survive (and Perhaps Thrive) in a Brave New Online World
Navarro, P. (2015) · The Journal of Economic Perspectives · doi:10.1257/jep.29.4.155 · Cited by 20
Chen, G., Davis, D., Jun, L., Hauff, C., & Houben, G. (2016) · ACM Web Science Conference (WebSci) · doi:10.1145/2908131.2908145 · Cited by 20
“…submissions and forum entries) are being employed to investigate various aspects of MOOC learning, such as the effect of lecture video types on learner engagement [12], the introduction of gamification [7], the impact of instructor involvement [29] and the significance of peer learning [8].”
MethodLo, C. K., & Hew, K. F. (2017) · International Journal of Learning and Teaching · doi:10.18178/ijlt.3.2.82-89 · Cited by 23
“since it is the median engagement time of watching instructional videos [8].”
BackgroundLai, C., Lin, Y., Chen, S.-Y., & Su, Y.-S. (2017) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.12973/ejmste/81058 · Cited by 22
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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