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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Artificial Intelligence Powered MOOCs: A Brief Survey
Fauvel, S., Yu, H., Miao, C., Cui, L., Song, H., Zhang, L., Li, X., & Leung, C. (2018) · IEEE International Conference on Agents (ICA) · doi:10.1109/agents.2018.8460059 · Cited by 20
“In [11], authors study video production features and correlate them with measures of engagement (i.”
BackgroundLubrick, M., Zhou, G., & Zhang, J. (2019) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.29333/ejmste/108437 · Cited by 30
“Some studies look at the completion of a post video quiz (Guo et al., 2014; Wang & Antonenko, 2017) (Bhat et al., 2015).”
BackgroundA novel taxonomy of student-generated video styles
Arruabarrena, R., Sánchez, A., Domínguez, C., et al. (2021) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-021-00295-6 · Cited by 20
“A previous study (Guo et al., 2014) on student monitoring according to the type of videos used in four MOOCs offered by three different universities distinguishes six styles.”
BackgroundUsability and Usage of Interactive Features in an Online Ebook for CS Teachers
Ericson, B. J., Moore, S., Morrison, B. B., & Guzdial, M. (2015) · Workshop in Primary and Secondary Computing Education · doi:10.1145/2818314.2818335 · Cited by 21
“While the ebooks can have videos embedded in them, they are not structured around video lectures, in contrast to a lecture-based MOOC [32, 8, 12].”
BackgroundAn investigation of effects of instructional videos in an undergraduate physics course
Ketsman, O., Daher, T. A., & Santana, J. A. C. (2018) · E-Learning and Digital Media · doi:10.1177/2042753018805594 · Cited by 20
“These topics include the effects of video quality on student engagement (Guo et al., 2014), benefits of using videos in higher education (Vieira et al.”
BackgroundОцінювання мовленнєвих навичок в онлайн навчанні
Ляшенко, І. В., Ляшенко, И. В., & Liashenko, I. (2023) · Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences · doi:10.31494/2412-9208-2023-1-1 · Cited by 20
Recommendations for the design and deployment of MOOCs
Alario‐Hoyos, C., Pérez‐Sanagustín, M., Kloos, C. D., et al. (2014) · Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM'21) · doi:10.1145/2669711.2669931 · Cited by 19
“Results in [10] indicate that videos with charismatic and enthusiastic instructors are more engaging.”
BackgroundInfluentialZheng, Y., & Yin, B. (2015) · doi:10.1109/cit/iucc/dasc/picom.2015.98 · Cited by 19
“One experiment using 6.9 million video watching sessions data which scale is almost larger than any video data in education experiments before [11] .”
MethodInfluentialScreen-based digital learning methods in radiation oncology and medical education
Kok, D. L., Dushyanthen, S., Peters, G. W., Sapkaroski, D., Barrett, M., Sim, J. H. H., & Eriksen, J. G. (2022) · Technical Innovations & Patient Support in Radiation Oncology · doi:10.1016/j.tipsro.2022.10.003 · Cited by 27
“the video, undoubtedly shorter is better as data from general education videos [69] and radiation oncology specific educational videos [60,70] demonstrate a sharp drop off of viewership that occurs after 6–7 min.”
BackgroundMLaaS: A Cloud System for Mobile Micro Learning in MOOC
Sun, G., Cui, T., Chen, S., et al. (2015) · IEEE International Conference on Mobile Services · doi:10.1109/mobserv.2015.26 · Cited by 19
“According to available studies to investigate MOOC’s learner behavior tracks, it is not surprising that MOOC actually follows the principles of micro learning and even MOOC is typically designed around the principles of micro learning enabling learners to go through bytes of learning in short duration [12] [13].”
BackgroundTeaching Internet of Things: Enhancing learning efficiency via full-semester flipped classroom
Lei, C., Yau, C.-W., Lui, K., Yum, P., Tam, V. W. L., Yuen, A. H. K., & Lam, E. Y. M. (2017) · IEEE International Conference on Teaching, Assessment, and Learning for Engineering · doi:10.1109/tale.2017.8252304 · Cited by 19
Pham, P. T., & Wang, J. (2018) · INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION · doi:10.1145/3242969.3243002 · Cited by 19
“Clickstream analysis [15][21][38] and user-generated content”
BackgroundSchool performance: New multimedia resources versus traditional notes
Halpern, D. M., Piña, M., & Ortega‐Gunckel, C. (2020) · Comunicar · doi:10.3916/c64-2020-04 · Cited by 19
“Likewise, research has shown that students who use technology autonomously and are able to search for information to complete their academic projects, present a greater engagement during video visualization (Guo et al., 2014).”
Almenara, J. C., & Tena, R. R. (2020) · Innoeduca International Journal of Technology and Educational Innovation · doi:10.24310/innoeduca.2020.v6i1.7507 · Cited by 19
Kannan, V., Kuromiya, H., Gouripeddi, S. P., Majumdar, R., Warriem, J. M., & Ogata, H. (2020) · Smart Learning Environments · doi:10.1186/s40561-020-00138-3 · Cited by 24
Shu, S., & Woo, B. K. P. (2020) · JMIR Aging · doi:10.2196/18179 · Cited by 18
An Evaluation of the Readability and Content-Quality of Pelvic Organ Prolapse YouTube Transcripts
Herbert, A. S., Nemirovsky, A., Hess, D. S., et al. (2021) · Urology · doi:10.1016/j.urology.2021.03.009 · Cited by 18
Students’ learning behavior in digital education for radiation oncology
Vorwerk, H., & Engenhart‐Cabillic, R. (2021) · Strahlentherapie und Onkologie · doi:10.1007/s00066-021-01858-2 · Cited by 18
Synthesis-Assisted Video Prototyping From a Document
Chi, P., Dong, T., Frueh, C., Colonna, B., Kwatra, V., & Essa, I. A. (2022) · ACM Symposium on User Interface Software and Technology (UIST) · doi:10.1145/3526113.3545676 · Cited by 18
“Studies have suggested several video production practices to engage learners, including showing an instructor’s talking head view with a faster pace of dialogues [8, 18, 29].”
BackgroundSemantic Navigation of PowerPoint-Based Lecture Video for AutoNote Generation
Xu, C., Jia, W., Wang, R., et al. (2022) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2022.3216535 · Cited by 18
“Studies in [7] pointed out that learners are much more engaged by short course videos than by longer course videos.”
BackgroundKhalil, M., Topali, P., Ortega‐Arranz, A., et al. (2023) · Technology Knowledge and Learning · doi:10.1007/s10758-023-09680-8 · Cited by 18
“While this is a result we cannot generalise for every course, our findings implicitly align with several studies that agree on video lectures as the main vehicle for increasing student active learning and participation online (Guo et al., 2014; Khalil, 2021).”
Comparing educational and dissemination videos in a STEM YouTube channel: A six-year data analysis
Lijo, R., Sánchez, J. J. C., & Quevedo, E. (2024) · Heliyon · doi:10.1016/j.heliyon.2024.e24856 · Cited by 20
“In fact, some classic MOOC platforms such as the Khan Academy or edX have also hosted their videos on YouTube for their consumption as MOOC enabling material [15,67].”
BackgroundResultInfluentialMcGowan, A., & Hanna, P. (2015) · doi:10.1109/echallenges.2015.7440966 · Cited by 18
“Indeed the analysis can also indicate if rewind and replay happens, a phenomenon that may be linked to student understanding of the topic [13].”
BackgroundTutorial video use by senior undergraduate electrical engineering students
Martin, P. A. (2016) · Australasian journal of engineering education · doi:10.1080/22054952.2016.1259027 · Cited by 18
Automatic Online Lecture Highlighting Based on Multimedia Analysis
Che, X., Yang, H., & Meinel, C. (2017) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2017.2716372 · Cited by 18
“However, research shows that for MOOC learners, the median engagement time when watching a lecture video is at most 6 minutes [9].”
BackgroundConsidering the role of the distance student experience in student satisfaction and retention
Bornschlegl, M., & Cashman, D. (2018) · Open Learning The Journal of Open Distance and e-Learning · doi:10.1080/02680513.2018.1509695 · Cited by 21
“In this regards, Guo, Kim, and Rubin (2014) suggested that well-developed videos are an effective way of engaging distance students with the learning material.”
BackgroundVideo as a Learner Scaffolding Tool
Rismark, M., & Sølvberg, A. M. (2019) · International Journal of Learning Teaching and Educational Research · doi:10.26803/ijlter.18.1.5 · Cited by 23
Developing Interactive Educational Songs for Introductory Statistics
Lesser, L. M., Pearl, D. K., Weber, J. J., et al. (2019) · Journal of Statistics Education · doi:10.1080/10691898.2019.1677533 · Cited by 18
Flipping Core Courses in the Undergraduate Mechanical Engineering Curriculum: Heat Transfer.
Schrlau, M. G., Stevens, R. J., & Schley, S. (2016) · AEE Journal · Cited by 18
Kurtz, G., Kopolovich, O., Segev, E., Sahar-Inbar, L., Gal, L., & HAmmer, R. (2022) · Electronic Journal of e-Learning · doi:10.34190/ejel.20.3.2376 · Cited by 17
Hamid, M. R. A., Yusof, N. D. B. M., Buhari, S. S., et al. (2021) · International Journal of Health Promotion and Education · doi:10.1080/14635240.2021.1958695 · Cited by 17
“The median engagement time initially dipped to 50%, and subsequently to 20%, with the extension of the video from 12 to 40 minutes (Guo, Kim, and Rubin 2014).”
Video Features, Engagement, and Patterns of Collective Attention Allocation
Zhang, J., Huang, Y., & Gao, M. (2022) · Journal of Learning Analytics · doi:10.18608/jla.2022.7421 · Cited by 20
“Although previous studies (e.g., Guo et al., 2014) have argued that participants are unlikely to watch videos longer than six minutes, only one-third of the videos in the selected MOOC follow this principle.”
BackgroundMethodResultInfluentialMeryansumayeka, M., Zulkardi, Z., Putri, R. I. I., et al. (2022) · Journal on Mathematics Education · doi:10.22342/jme.v13i1.pp135-148 · Cited by 17
“It happened because the video media can attract the students' attention (Wang & Antonenko, 2017) and direct students to focus on observing the contents of the video (Guo et al., 2014).”
BackgroundYang, S., Yim, J., Baigutanova, A., Kim, S., Chang, M., & Kim, J. (2022) · ACM International Conference on Intelligent User Interfaces (IUI) · doi:10.1145/3490099.3511106 · Cited by 17
“A number of work analyzed interaction sequences to relate with learners’ engagement and performance [5, 5, 21, 30, 31, 35, 48].”
BackgroundSelf-citationLin, X., Tang, W., Ma, W., Liu, Y., & Ding, F. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11608-9 · Cited by 17
“This is consistent with the previous conclusion that “info-graphic videos maintain higher emotional and cognitive engagement over longer periods of time” (Guo et al., 2014; Lackmann et al., 2021).”
BackgroundResultInfluentialEvaluating video‐based lectures on YouTube for dental education
Gross, R. T., Ghaltakhchyan, N., Nanney, E., et al. (2023) · Orthodontics and Craniofacial Research · doi:10.1111/ocr.12669 · Cited by 17
“21,37 Our data suggest that the optimal video length depends on a desired final AR based on the linear decline of viewers, contrary to our hypothesis.”
What is the effect of talking heads in educational videos with different types of narrated slides?
Sondermann, C., & Merkt, M. (2023) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102207 · Cited by 18
Learner engagement with instructor‐generated video
Truss, A., McBride, K. M., Porter, H., Anderson, V. A., Stilwell, G. D., Philippou, C., & Taggart, A. (2024) · British Journal of Educational Technology · doi:10.1111/bjet.13450 · Cited by 17
Shen, Y. (2024) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12987 · Cited by 30
McGowan, A., Hanna, P., & Anderson, N. (2016) · ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE) · doi:10.1145/2899415.2899421 · Cited by 17
“One of the main concerns stated by lecturers is a potential impact on student attendance ([5], [8]).”
BackgroundCreating Crowdsourced Research Talks at Scale
Vaish, R., Goyal, S., Saberi, A., & Goel, S. (2018) · International World Wide Web Conference (WWW) · doi:10.1145/3178876.3186031 · Cited by 19
“This demand has in part been met by MOOCs [20], which typically focus on in-depth presentations of established areas, and by eorts such as “Two Minute Papers” and “Papers We Love”, which distill scientic ideas for viewers with limited technical expertise.”
BackgroundChen, G., Davis, D., Krause, M., et al. (2016) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2016.2614302 · Cited by 17
“, those who watched at least one video(1) (a definition also employed for instance in [13]), according to two dimensions: (i) whether learners attempted to solve at least one bonus exercise (BE) or not (Non-BE) and (ii) the number of bonus exercises learners attempted to solve.”
BackgroundMalmi, L., Utting, I., & Ko, A. J. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.022 · Cited by 18
MoocRec: Learning Styles-Oriented MOOC Recommender and Search Engine
Aryal, S., Porawagama, A. S., Hasith, M. G. S., et al. (2019) · IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon.2019.8725079 · Cited by 17
Effects of video lecture presentation style and questioning strategy on learner flow experience
Wang, P.-Y., Chiu, M.-C., & Lee, Y.-T. (2020) · Innovations in Education and Teaching International · doi:10.1080/14703297.2020.1754272 · Cited by 17
“The video lecture presentation style can take diverse forms and have different effects on learning (Guo et al., 2014).”
BackgroundMethodInfluentialMOOC-ASV: analytical statistical visual model of learners’ interaction in videos of MOOC courses
Mubarak, A. A., Ahmed, S. A. M., & Cao, H. (2021) · Interactive Learning Environments · doi:10.1080/10494820.2021.1916768 · Cited by 17
Effects of Segmentation and Self-Explanation Designs on Cognitive Load in Instructional Videos
Yoon, M., Zheng, H., Jung, E., & Li, T. (2022) · Contemporary Educational Technology · doi:10.30935/cedtech/11522 · Cited by 28
“Research suggests that shorter tutorials promote learning engagement, whereas learning from longer videos results in significantly decreased engagement (Guo et al., 2014).”
BackgroundResearching for better instructional methods using AB experiments in MOOCs: results and challenges
Chen, Z., Chudzicki, C., Palumbo, D. C. M., Alexandron, G., Choi, Y., Zhou, Q., & Pritchard, D. E. (2016) · Research and Practice in Technology Enhanced Learning · doi:10.1186/s41039-016-0034-4 · Cited by 19
“This result is in line with the general conclusion from an earlier study (Guo et al. 2014) that faster speech leads to better engagement.”
BackgroundMethodResultInfluentialConstructions langagières, relation et cognition dans les capsules vidéo des MOOC
Peltier, C., & Campion, B. (2018) · Distances et médiations des savoirs · doi:10.4000/dms.2125 · Cited by 17
Toward a Flipped Classroom Instructional Model for History education: A Call for Research
Lo, C. K. (2017) · International Journal of Culture and History (EJournal) · doi:10.18178/ijch.2017.3.1.075 · Cited by 20
Learning Outside the Classroom
Begel, A., & Ko, A. J. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.027 · Cited by 18
A Framework for Applying the Learning Sciences to MOOC Design
Gordon, D. G., & Wiltrout, M. E. (2021) · Frontiers in Education · doi:10.3389/feduc.2020.500481 · Cited by 16
“In one study, researchers recommend that videos should be 6 min to maximize engagement (Guo et al., , however, our own research indicates that video length is not a significant determinant in engagement in another one of our biology MOOCs (Thornton et al., 2017).”
BackgroundFang, J., Wang, Y., Yang, C.-L., Liu, C., & Wang, H. (2022) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3492840 · Cited by 18
“provided several practical guidelines by suggesting instructors putting efforts into making online videos, such as making courses into short chunks or adding informal content in the video [14].”
BackgroundimmersivePOV: Filming How-To Videos with a Head-Mounted 360° Action Camera
Huang, K., Li, J., Sousa, M., & Grossman, T. (2022) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3491102.3517468 · Cited by 16
“length of our task videos would be more conducive to our watchthen-attempt methodology [28].”
MethodDoherty, C. (2022) · PLoS ONE · doi:10.1371/journal.pone.0273007 · Cited by 16
Why Can the Flipped Classroom Frustrate Students? Experiences from an Engineering Mathematics Course
Nielsen, K. L. (2023) · Education Sciences · doi:10.3390/educsci13040396 · Cited by 16
Beyond Instructions: A Taxonomy of Information Types in How-to Videos
Yang, S., Kwak, S., Lee, J., & Kim, J. (2023) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3544548.3581126 · Cited by 16
Self-citationHow Older Adults Use Online Videos for Learning
Kim, S., Shin, D.-H., Kim, J., Kwon, S., & Kim, J. (2023) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3544548.3580671 · Cited by 16
“With the rise of online video learning, a myriad of research has investigated how users use online videos for learning, which has provided insights on how to design videos and tools that further enhance the learning experience [11, 39, 50, 68].”
BackgroundSelf-citationAssessment of Lung Cancer YouTube Videos for Patient Education
Chai, B. S., & Ingledew, P. (2023) · Journal of Cancer Education · doi:10.1007/s13187-023-02332-6 · Cited by 16
Niekrenz, L., & Spreckelsen, C. (2024) · Medical Education Online · doi:10.1080/10872981.2024.2339569 · Cited by 16
“With regard to videos, the literature shows that they can be useful for their impact on learning [6–8] and are widely used in education [9].”
Background“Code Yourself” and “A Programar”: A bilingual MOOC for teaching computer science to teenagers
de Kereki, I. F., & Manataki, A. (2016) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie.2016.7757569 · Cited by 17
“It has also been found that students generally engage more with videos where instructors speak faster [39].”
BackgroundTowards MOOC for Technical Courses: A Blended Learning Empirical Analysis
Fesol, S. F. A. (2016) · International Journal on Advanced Science Engineering and Information Technology · doi:10.18517/ijaseit.6.6.1299 · Cited by 16
¿Pueden los MOOC favorecer el aprendizaje y hacer disminuir las tasas de abandono universitario?
Franco, J. C. A. (2016) · RIED Revista Iberoamericana de Educación a Distancia · doi:10.5944/ried.20.1.16684 · Cited by 16
Exploring Online Learners' Interactive Dynamics by Visually Analyzing Their Time‐anchored Comments
Sung, C., Huang, X., Shen, Y., et al. (2017) · Computer Graphics Forum · doi:10.1111/cgf.13280 · Cited by 16
Student learning and sense-making from video lectures
Weinberg, A., & Thomas, M. (2018) · International Journal of Mathematical Education in Science and Technology · doi:10.1080/0020739x.2018.1426794 · Cited by 20
Pelvic organ prolapse on YouTube: evaluation of consumer information
Herbert, A. S., Nemirovsky, A., Hess, D. S., et al. (2020) · British Journal of Urology · doi:10.1111/bju.15032 · Cited by 16
Geonews: timely geoscience educational YouTube videos about recent geologic events
Wang, N., Clowdus, Z., Sealander, A., & Stern, R. J. (2022) · Geoscience Communication · doi:10.5194/gc-5-125-2022 · Cited by 16
An Analysis of Video Lecture in MOOC
Chauhan, J., & Goel, A. (2015) · International Conference on ICT in Education, Research and Industrial Applications: Integration, Harmonization and Knowledge Transfer (ICTERI) · doi:10.55056/ceur-ws.org/vol-1356/paper_16.pdf · Cited by 16
Criteria for Video Engagement in a Biology MOOC
Thornton, S. R., Riley, C., & Wiltrout, M. E. (2017) · ACM Conference on Learning @ Scale (L@S) · doi:10.1145/3051457.3054007 · Cited by 16
“We would further advise developers of other MOOCs to take advantage of the huge amount of data they collect to evaluate the response of their specific population of learners to their particular video styles before potentially over-extrapolating the 2014 findings [2] and imposing a 6minute cutoff on video segments in t…”
BackgroundMethodEnhancing learning to diverse cohorts via immersive visualization
Schaffer, V. (2017) · Journal of Hospitality Leisure Sport & Tourism Education · doi:10.1016/j.jhlste.2017.07.001 · Cited by 16
Experiences in Introducing Blended Learning in an Introductory Programming Course
Albrecht, E., Gumz, F., & Grabowski, J. (2018) · doi:10.1145/3209087.3209101 · Cited by 16
The Role of Motivation in the Use of Lecture Behaviors in the Online Classroom
Fanguy, M., Costley, J., Lange, C. H., Baldwin, M., & Han, S.-L. (2018) · Journal of Information Technology Education Research · doi:10.28945/4131 · Cited by 18
“Kim et al. (2014) noted that lecture behaviors at certain points in a video may be caused by student interest in that topic or by the perceived importance of that subject to the viewer.”
BackgroundFeng, Q., Li, W., Zhu, X., & Li, X. (2025) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-024-00499-6 · Cited by 18
“Learning engagement serves as a foundational element for effective learning (Guo et al., 2014).”
Elliot, L. B., Gehret, A. U., Valadez, M. S., Carpenter, R., & Bryant, L. (2020) · American Behavioral Scientist · doi:10.1177/0002764220919149 · Cited by 15
“This approach corresponds to the recommendation of Guo et al. (2014) for creating brief instructional videos to maximize student engagement.”
MethodDESIGN AND MULTIMEDIA LEARNING PRINCIPLES ON MOOC INDONESIAX
Adriyanto, A. R., Santosa, I., Syarief, A., et al. (2021) · Jurnal Cakrawala Pendidikan · doi:10.21831/cp.v40i1.34699 · Cited by 15
“Further, the study mentioned that informal teaching styles that emphasize personal feelings enhance student engagement (Guo et al., 2014).”
BackgroundDelivering blended learning to transnational students: students’ perceptions and needs-satisfaction
de Freitas, S., Waring, P., Douglas, H. E., Curtis, G. J., & Ritchie, S. M. (2021) · Studies in Higher Education · doi:10.1080/03075079.2021.1983533 · Cited by 19
“Often blended learning brings together a combination of classroom activity combined with recorded lectures and video content (Guo, Kim, and Rubin 2014).”
BackgroundWang, J., Yang, C.-H., Liao, W., Yang, K., Chang, I.-W., Sheu, B., & Ni, Y. (2022) · Frontiers in Medicine · doi:10.3389/fmed.2021.799412 · Cited by 15
“However, they cannot capture whether a student is actively paying attention to the video or just playing it in the background while multitasking (53).”
BackgroundKizilcec, R. F., & Davis, D. (2023) · Advances in analytics for learning and teaching · doi:10.1007/978-3-031-27646-0_8 · Cited by 15
Hew, K. F., & Huang, W. (2023) · Future in Educational Research · doi:10.1002/fer3.9 · Cited by 15
Effect of video styles on learner engagement in MOOCs
Deng, R. (2023) · Technology Pedagogy and Education · doi:10.1080/1475939x.2023.2246981 · Cited by 15
“For instance, ‘presentation’ (Majid et al., 2012), ‘enhanced video podcast’ (Kay, 2012), ‘slides’ (Guo et al., 2014), and ‘presentation slides with voice-over’ (Hansch et al., 2015) all refer to the same style, featuring slide shows coupled with audio explanations.”
BackgroundInfluentialConceptThread: Visualizing Threaded Concepts in MOOC Videos
Zhou, Z., Ye, L., Cai, L., Wang, L., Wang, Y., Wang, Y., Chen, W., & Wang, Y. (2024) · IEEE Transactions on Visualization and Computer Graphics · doi:10.1109/tvcg.2024.3361001 · Cited by 15
“Also, some studies [8], [32] aided learners in selecting their preferred teaching style by analyzing various teaching methods in educational videos.”
BackgroundMethodGutiérrez‐González, R., Royuela, A., & Zamarrón, Á. (2025) · Medical Education Online · doi:10.1080/10872981.2025.2479752 · Cited by 15
Data science foundry for MOOCs
Boyer, S., Gelman, B. U., Schreck, B., & Veeramachaneni, K. K. (2015) · IEEE International Conference on Data Science and Advanced Analytics (DSAA) · doi:10.1109/dsaa.2015.7344825 · Cited by 15
“Each lecture video is split into many smaller segments to enhance assimilation, as it is known that shorter videos are better assimilated by learners [5].”
BackgroundMoocCast: evaluating mobile-screencast for online courses
Tabuenca, B., Kalz, M., & Löhr, A. (2017) · Universal Access in the Information Society · doi:10.1007/s10209-017-0528-x · Cited by 15
“Systematic reviews analyzing the use of video lectures in MOOCs tackle issues regarding the duration of the videos, positioning of the speaker, slides usage, recording style, production, or technical implementation of the videos [15, 16].”
BackgroundLearning about Learning at Scale
van der Sluis, F., van der Zee, T., & Ginn, J. (2017) · ACM Conference on Learning @ Scale (L@S) · doi:10.1145/3051457.3051461 · Cited by 15
“For example, this happens when evaluating video characteristics by the relative time that students watch a video [14, 18].”
BackgroundInfluentialUsing Network-Text analysis to characterise learner engagement in active video watching
Hecking, T., Dimitrova, D., Mitrović, A., & Hoppe, U. (2017) · White Rose Research Online (University of Leeds, The University of Sheffield, University of York) · Cited by 15
Kauppinen, T., & Guseva, Y. (2018) · International Conference on Higher Education Advances (HEAd) · doi:10.4995/head18.2018.8096 · Cited by 15
Clustering Study of Student Groups Based on Analysis of Online Learning Behavior
Wang, J., & Zhang, Y. (2019) · International Conference on Modern Educational Technology (ICMET) · doi:10.1145/3341042.3341065 · Cited by 15
Using videos to improve oral presentation skills in distance learning engineering master's degrees
Galindo, C., Gregori, P., & Martínez, V. (2019) · International Journal of Mathematical Education in Science and Technology · doi:10.1080/0020739x.2019.1662118 · Cited by 15
Valuation of coral reefs in Japan: Willingness to pay for conservation and the effect of information
Imamura, K., Takano, K. T., Kumagai, N. H., et al. (2020) · Ecosystem Services · doi:10.1016/j.ecoser.2020.101166 · Cited by 15
Flipped microlecture classes: satisfied learners and higher performance?
Scholtenhuis, L. O., Vahdatikhaki, F., & Rouwenhorst, C. (2020) · European Journal of Engineering Education · doi:10.1080/03043797.2020.1819961 · Cited by 20
“These results confirm previous findings that short and modular videos would reduce viewer dropouts and increase task performance (Guo, Kim, and Rubin 2014; van der Meij 2017) and that an overall significant effect on performance exists for flipped classrooms over traditional lecturing in…”
BackgroundResultModeling micro-interactions in self-regulated learning: A data-driven methodology
Yu, H., Harper, S., & Vigo, M. (2021) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2021.102625 · Cited by 15
“active a student is, the more likely a badge will be awarded [41, 78, 46].”
BackgroundBaker, S., Field, C., Lee, J., et al. (2021) · Journal of University Teaching and Learning Practice · doi:10.53761/1.18.4.5 · Cited by 15
“Guo et al. (2014) argue, for example, that educational video designers should aim for a maximum length of six minutes; unfortunately, we found that our goal of presenting academic reading in a non-prescriptive, authentic way that recognised the plurality and complexity of academic practices did not…”
BackgroundLou, C., Zhou, X., Huang, X., Qiu, C., & Yuan, M. (2022) · International Journal of Advertising · doi:10.1080/02650487.2022.2111830 · Cited by 15
“In the current context, given that the runtime of most ads varies between 30 seconds and two minutes, we argue that video length can affect viewers’ attention span and perception, which thus affects viewers’ engagement (Guo, Kim, and Rubin 2014).”
BackgroundImmersion Measurement in Watching Videos Using Eye-tracking Data
Choi, Y., Kim, J., & Hong, J.-H. (2022) · IEEE Transactions on Affective Computing · doi:10.1109/taffc.2022.3209311 · Cited by 17
“We used the sum of values for the four factors as the ground truth of the immersion state [23], [72], [73].”
MethodSelf-citationA Pilot Study of Short Computing Video Tutorials in a Graduate Public Health Biostatistics Course
Hund, L., & Getrich, C. M. (2015) · Journal of Statistics Education · doi:10.1080/10691898.2015.11889736 · Cited by 15
“This finding was consistent with a recent study of video watching preferences from MOOCs that found students prefer shorter videos and tutorial videos that are easy to rewatch and skim (Guo et al. 2014).”
ResultAdaptive learning system for E-learning based on EEG brain signals
Hu, P.-C., & Kuo, P. (2017) · IEEE Global Conference on Consumer Electronics (GCCE) · doi:10.1109/gcce.2017.8229382 · Cited by 15
“Recent efforts to monitor learning using behavioral data such as button pushing are able to detect only the external status [2].”
BackgroundDigital chalk-talk videos improve knowledge and satisfaction in renal physiology
Roberts, J. K., Chudgar, S. M., Engle, D. L., et al. (2018) · AJP Advances in Physiology Education · doi:10.1152/advan.00131.2017 · Cited by 15
Evaluating retrieval practice in a MOOC
van der Zee, T., Davis, D., Saab, N., Giesbers, B., Ginn, J., van der Sluis, F., PAAS, F. G. W. C., & Admiraal, W. (2018) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3170358.3170382 · Cited by 15
“Other studies report that of all the educational resources available to them, students most often access videos, and spend most of their time (re)watching them [7, 21, 45].”
BackgroundInfluentialHughes, C., Costley, J., & Lange, C. H. (2018) · Interactive Technology and Smart Education · doi:10.1108/itse-03-2018-0018 · Cited by 16
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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