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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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“We are pleased to find that students are retained upon the introduction of the math, and that students perform equally well on questions in each category, indicating that our course structure mitigates the burden that technical subjects often present to students, especially in MOOCs.”
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“Video duration refers to a video’s length in seconds; shorter videos tend to be more engaging than longer ones (Guo et al., 2014).”
Li, W., Kuang, Z., Leng, X., Mayer, R. E., & Wang, F. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09910-0 · Cited by 14
“One explanation might be that as the video duration increases, learners’ investment decreases (Guo et al., 2014), leaving less cognitive resources to understand the learning content.”
The Impact of Motivation on MOOC Retention Rates: A Systematic Review
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“A challenge for the scholars of video-based learning is that there is no clear format and standard for instructional video that is currently used within education although the literature is beginning to test various video styles (Guo, Kim, & Rubin, 2014).”
MethodNordin, N. M., Embi, M. A., & Norman, H. (2016) · Springer eBooks · doi:10.1007/978-981-10-0954-9_24 · Cited by 14
Daughrity, B. (2021) · American Journal of Speech-Language Pathology · doi:10.1044/2021_ajslp-20-00196 · Cited by 14
Designing Educational Videos for University Websites Based on Students’ Preferences
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“In some respects, the results of these studies were quite similar to those of Guo et al. (2014) regarding the length of the video, which should be short, as most of the participants considered the appropriate length of videos to be in the range of 5 to 6 minutes.”
BackgroundResultInfluentialApproaches to Transitioning Computer Science Classes from Offline to Online
Brooks, A., Hardin, C. D., Scianna, J., Berland, M., & LeGault, L. (2021) · ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE) · doi:10.1145/3430665.3456366 · Cited by 14
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BackgroundExpanding the field: using digital to diversify learning in outdoor science
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“This echoes the findings in other studies, that the quality of the pedagogy was more important than the technology employed (Fletcher et al., 2007) and that video instruction was more effective when instructors were enthusiastic and affable (Guo et al., 2014).”
BackgroundResultChetlur, M., Tamhane, A., Reddy, V. K., Sengupta, B., Jain, M., Sukjunnimit, P., & Wagh, R. S. (2014) · ACM Symposium on Computing for Development (ACM DEV) · doi:10.1145/2674377.2674388 · Cited by 14
“This is in accordance with existing literature [23].”
ResultViability of Online Learning for Ensuring Basic Skills in Speech-Language Pathology
Krimm, H., Schuele, M. C., & Brame, C. J. (2017) · Perspectives of the ASHA Special Interest Groups · doi:10.1044/persp2.sig10.49 · Cited by 14
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Loui, M. C., & Borrego, M. J. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.012 · Cited by 17
Early Prediction of Success in MOOC from Video Interaction Features
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“been created by their own teacher [20].”
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NotePlayer: Engaging Computational Notebooks for Dynamic Presentation of Analytical Processes
Ouyang, Y., Shen, L., Wang, Y., & Li, Q. (2024) · ACM Symposium on User Interface Software and Technology (UIST) · doi:10.1145/3654777.3676410 · Cited by 13
“Guo et al. [20] showed that interactive and concise videos significantly boost student engagement and understanding, essential for clarifying complex data science techniques and coding practices.”
BackgroundRechercher, comprendre et concevoir l’apprentissage avec la vidéo dans les xMOOC
Charlier, B., & Henri, F. (2016) · Revue internationale des technologies en pédagogie universitaire · doi:10.18162/ritpu-2016-v13n2-03 · Cited by 13
A content engagement score for online learning platforms
Singh, V. K., Padmanabhan, B., de Vreede, T., de Vreede, G., Andel, S. A., Spector, P. E., Benfield, S., & Aslami, A. (2018) · ACM Conference on Learning @ Scale (L@S) · doi:10.1145/3231644.3231683 · Cited by 13
“Guo et al. [7] studied the format and quality of videos which generate high engagement and show that the shorter videos are more engaging than longer videos, and students engage differently with lecture and tutorial videos.”
BackgroundFlipping Laboratory Sessions in a Computer Science Course: An Experience Report
Troya, J., Parejo, J. A., Segura, S., Gamez-Diaz, A., Marquez-Chamorro, A. E., & del–Río–Ortega, A. (2020) · IEEE Transactions on Education · doi:10.1109/te.2020.3016593 · Cited by 13
“in their empirical study on how video production affects student engagement [20].”
BackgroundPembelajaran Bahasa Inggris Dengan Bantuan Media Video Pendek Youtube
Wijayanti, A., & Gunawan, Y. B. (2021) · RESONA Jurnal Ilmiah Pengabdian Masyarakat · doi:10.35906/resona.v5i1.637 · Cited by 13
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“The authors attributed their findings to cognitive load theory, namely that learners can only process so much information at once and exceeding this cognitive capacity can inhibit learning [42,77], which was the case with the animated human hand as participants were distracted.”
BackgroundImplementing Rubric-Based Peer Review for Video Microlecture Design in Health Professions Education
Berrocal, Y. A., Regan, J. N., Fisher, J., Darr, A. J., Hammersmith, L., & Aiyer, M. (2021) · Medical Science Educator · doi:10.1007/s40670-021-01437-1 · Cited by 13
Train Strategies for Haptic and 3D Simulators to Improve the Learning Process in Dentistry Students
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“In our research, we took into account the reduction of time and content to facilitate the assimilation and viewing of videos, given the numerous pieces of evidence that speak about it [25].”
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“This explains why the online tutorial video was rated to be more effective for preclinical students due to its aesthetic, wellorganised, and short period than live video [41].”
BackgroundAdvancing MOOC and SPOC development via a learner decision journey analytic framework
Lei, C., Hou, X., Kwok, T. T.-O., Chan, T. S. F., Lee, J. J., Oh, E., Gonda, D. E., Yeung, Y.-C. A., & Lai, C. (2015) · IEEE International Conference on Teaching, Assessment, and Learning for Engineering · doi:10.1109/tale.2015.7386034 · Cited by 13
“Due to the increasing complexity of the learner journey, course teachers, learning data analysts and instructional designers have introduced various approaches to measure learner attitudes, course performance, and the effectiveness of teaching and learning throughout the MOOC [5—14].”
BackgroundDesigning Videos with Pedagogical Strategies
Ou, C., Goel, A. K., Joyner, D. A., & Haynes, D. F. (2016) · ACM Conference on Learning @ Scale (L@S) · doi:10.1145/2876034.2893391 · Cited by 13
“We adopted four video production guidelines from research literature that have been found to be effective in engaging students [4, 5, 14]”
BackgroundMethodOnline video impact of world class universities
Meseguer-Martínez, Á., Ros-Galvez, A., Rosa-García, A., & Catalan-Alarcon, J. A. (2018) · Electronic Markets · doi:10.1007/s12525-018-0315-4 · Cited by 12
“It has been argued that shorter teaching videos are more engaging for students (Guo et al. 2014; Liao 2012; Meseguer-Martinez et al. 2017); hence, we believe they should be related to more views.”
BackgroundResultLeveraging the Integrated Development Environment for Learning Analytics
Carter, A., Hundhausen, C. D., & Olivares, D. M. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.024 · Cited by 13
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“According to the findings from previous researches [2, 3], short videos are more popular among learners, and learners’ engagements drop dramatically after 6 to 7 minutes.”
MethodedX log data analysis made easy
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“In recent years, research on MOOCs has witnessed a proliferation of empirical studies on learner attrition rate [6, 9, 11], learner engagement patterns [10, 14, 19, 23, 26, 36, 38] and self-regulation [4, 13, 17].”
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Romero, E. D., & Bóbkina, J. (2020) · Education and Information Technologies · doi:10.1007/s10639-020-10386-y · Cited by 13
“…Verleger 2013; Bobkina et al. 2020; Engin 2014; Zainuddin and Halili 2016) as much as on their behavior in the classroom (e.g., Chester et al. 2011; Guo et al. 2014; Hung 2015; Kim et al. 2014) or their academic performance (e.g. Castrillo de Larreta-Azelain and Martín Monje 2016; Huang and Chiu…”
BackgroundIn-depth Exploration of Engagement Patterns in MOOCs
Shi, L., & Cristea, A. I. (2018) · Lecture notes in computer science · doi:10.1007/978-3-030-02925-8_28 · Cited by 13
“This, we believe, is an important characteristic of MOOCs in particular, which may not be shared with other type of learning environments.”
BackgroundInfluentialLearning Analytics in Higher Education
Stokes, J., & Fudge, A. L. (2023) · doi:10.1093/obo/9780199756810-0297 · Cited by 13
Malakul, S. (2025) · Journal of Computer Assisted Learning · doi:10.1111/jcal.70083 · Cited by 12
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“By presenting information in smaller chunks, we aimed to maintain participants’ engagement with the content and reduce cognitive load requirements (Brame, 2016; Guo et al., 2014).”
BackgroundTanprasert, T., Fels, S., Sinnamon, L. S., & Yoon, D. (2023) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3544548.3581153 · Cited by 17
“Example screenshots of EdPuzzle are shown in Figure 2 To choose the videos for the prototype, we followed four criteria: (1) the videos must be on the same subject for topical homogeneity; (2) the videos must be the same length, and they should be 6-9 minutes long after augmentation with EdPuzzle and SVD for maximum e…”
BackgroundMethodLaparra, V., Pérez-Suay, A., Piles, M., Muñoz-Marı́, J., Amorós-López, J., Fernandez-Morán, R., Fernández‐Torres, M., & Adsuara, J. E. (2023) · IEEE Revista Iberoamericana de Tecnologias del Aprendizaje · doi:10.1109/rita.2023.3301411 · Cited by 12
“not [6], while others found positive effects in their self-learning”
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“Video durations were carefully limited to under six minutes, aligning with the recommendation made by Guo et al. (2014).”
Flipping Laboratory Sessions: An Experience in Computer Science
Parejo, J. A., Troya, J., Segura, S., del–Río–Ortega, A., Gamez-Diaz, A., & Marquez-Chamorro, A. E. (2020) · IEEE Revista Iberoamericana de Tecnologias del Aprendizaje · doi:10.1109/rita.2020.3008132 · Cited by 13
“This made us discard any process that could be slow and heavy in the recording of videos, so we propose a flexible guide for the elaboration of the videos, following existing recommendations [9].”
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BackgroundInfluentialThe Effect of Designing and Segmenting Instructional Video
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“175 attention spans and should not be expected to watch a video longer than four-to-six minutes (Guo et al., 2014; Hibbert, 2014; Myers, n.d; Vest, 2009).”
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“But on average they watch a video for 6 min (Guo et al., 2014).”
BackgroundOng, M. H. A., Yasin, N. M., & Ibrahim, N. S. (2021) · International Journal of Interactive Mobile Technologies (iJIM) · doi:10.3991/ijim.v15i18.24541 · Cited by 13
“Scholars have argued for a strong connection between student engagement and the specific use of a MOOC video [19], a blackboard learning management system [20], course-specific learning analytics and nudging [21] and blended learning [22,23,24,25].”
BackgroundA Digital Design and Computer Architecture MOOC
Harris, D. M., Brake, J., & Harris, S. L. (2021) · doi:10.1109/wcae53984.2021.9707613 · Cited by 12
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“Its drawing-based production style is considered a key element to its success; learners tend to be more engaged and receptive to Khan Academy’s video content than they are to static PowerPoint-based videos [19].”
BackgroundBulathwela, S., Pérez‐Ortiz, M., Yılmaz, E., & Shawe-Taylor, J. S. (2022) · Sustainability · doi:10.3390/su141811682 · Cited by 16
Does gender matter in online courses? A view through the lens of the community of inquiry
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“Researchers have suggested that videos promoting positive social atmosphere with warm welcoming messages, personal feeling and a conversational style of narration can make students feel more engaged or experience greater learning gains (Belt & Lowenthal, 2021; Guo et al., 2014).”
BackgroundMethodInfluentialHOW TO PRODUCE VIDEO LECTURES TO ENGAGE STUDENTS AND DELIVER THE MAXIMUM AMOUNT OF INFORMATION
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How is that done? Student views on resources used outside the engineering classroom
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Interpretable Engagement Models for MOOCs Using Hinge-Loss Markov Random Fields
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“Some works also model student engagement in MOOCs [26], [27], [28], while others focus on discussion forums and post-test performance [29], [30].”
BackgroundIMSSAP: After‐school interactive mobile learning student support application
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“Jones et al. [11] debated that students tend to separate their effect today's culture of video games and interactive entertainment have on students, they have come to expect a high level of engagement and interaction during their learning process [4].”
BackgroundActive Learning: Developing Self-Directed Learners Through Strong Intellectual Engagement
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Use patterns of educational videos: a quantitative study among university students
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Automated Whiteboard Lecture Video Summarization by Content Region Detection and Representation
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“It has been shown that breaking down a lecture into topically coherent segments increases viewer engagement [1].”
BackgroundWhich courses to choose? recommending courses to groups of students in online tutoring platforms
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“• All videos are kept short, lasting between one to four minutes (Hibbert, 2014; Guo et al., 2014).”
BackgroundInfluentialOnline Videos: What Every Instructor Should Know
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Teacher Knowledge for Inclusive Computing Learning
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VUSphere: Visual Analysis of Video Utilization in Online Distance Education
He, H., Zheng, O., & Dong, B. (2018) · IEEE Conference on Visual Analytics Science and Technology (VAST) · doi:10.1109/vast.2018.8802383 · Cited by 12
“[7] found that shorter videos, informal talking-head videos and Khan-style videos are more engaging, i.”
BackgroundCheng, P.-Y., Huang, Y., Shadiev, R., Hsu, C., & Chu, S.-T. (2014) · Lecture notes in computer science · doi:10.1007/978-3-319-13296-9_14 · Cited by 12
“that the length of teaching video material should be within 6 min to avoid learners’ cognitive load [21].”
BackgroundA Survey on Artificial Intelligence and Data Mining for MOOCsPreprint
Fauvel, S., & Yu, H. (2016) · arXiv (Cornell University) · doi:10.48550/arxiv.1601.06862 · Cited by 12
“In [20], authors study video production features and correlate them with measures of engagement (how long learners watch a given video, and whether they attempt a post-video exercise).”
BackgroundLearning Analytics: Pathways to Impact
Corrin, L., Scheffel, M., & Gašević, D. (2020) · Australasian Journal of Educational Technology · doi:10.14742/ajet.6853 · Cited by 12
Usabilidad y satisfacción en herramientas de anotaciones multimedia para MOOC
Moya, J. J. M., Robles, D. C., & Desenne, P. (2015) · DOAJ (DOAJ: Directory of Open Access Journals) · doi:10.3916/c44-2015-06 · Cited by 11
Increasing Video Lecture Playback Speed Can Impair Test Performance – a Meta-Analysis
Tharumalingam, T., Roberts, B. R. T., Fawcett, J. M., & Risko, E. F. (2025) · Educational Psychology Review · doi:10.1007/s10648-025-10003-9 · Cited by 11
“Many studies have demonstrated that time viewing the lecture is inversely associated with engagement and directly associated with mind-wandering (Guo et al., 2014; Ozan & Ozarslan, 2016; Risko et al., 2012; Wilson & Korn, 2007).”
AI versus human-generated voices and avatars: rethinking user engagement and cognitive load
Zhang, Y., Lucas, M., Bem‐Haja, P., & Pedro, L. F. M. G. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13654-x · Cited by 11
“The effectiveness of video on student engagement has not always been con - sistent (Guo et al., 2014 ), and the audio and visual elements of videos require effec - tive and thoughtful design to significantly support cognitive functions and maximize engagement (Brame, 2016; Mayer, 2021; Shoufan,…”
Chan, T. M., Joshi, N. K., Lin, M., et al. (2015) · Journal of Graduate Medical Education · doi:10.4300/jgme-d-14-00545.1 · Cited by 11
Bacon, R., Williams, L. T., Grealish, L. A., et al. (2015) · JMIR Research Protocols · doi:10.2196/resprot.3893 · Cited by 11
Roa, M. L. R. (2017) · Revista de Estudios y Experiencias en Educación · doi:10.21703/rexe.20173267824 · Cited by 11
Strictly Objects First: A Multipurpose Course on Computational Thinking
Krugel, J., & Hubwieser, P. (2018) · Springer eBooks · doi:10.1007/978-3-319-93566-9_5 · Cited by 11
“The videos were produced based on the suggestions of (Guo, Kim, & Rubin, 2014) and similar to the suggestions by (Alonso-Ramos et al., 2016) published shortly after our recording.”
MethodFive Inspiring Course (Re-)Designs
Strecker, S. E., Baumöl, U., Karagiannis, D., Koschmider, A., Snoeck, M., & Zarnekow, R. (2019) · Business & Information Systems Engineering · doi:10.1007/s12599-019-00584-5 · Cited by 11
“Based on prior research findings (e.g., Guo et al. 2014), we produced a 10-min-long educational video for each unit, explaining the core concepts of the particular topic.”
MethodGarber, A. M. (2019) · Medical Science Educator · doi:10.1007/s40670-019-00887-y · Cited by 11
A Research-Based Checklist for Development and Critique of STEM Instructional Videos
Seethaler, S. L., Burgasser, A. J., Bussey, T. J., Eggers, J. R., Lo, S. M., Rabin, J. M., Stevens, L., & Weizman, H. (2020) · The journal of college science teaching · doi:10.1080/0047231x.2020.12290671 · Cited by 11
“An often-cited study of student engagement with MOOCs recommends that educational videos be no more than six minutes in length (Guo et al., 2014).”
BackgroundInfluentialDeveloping an agentic engagement scale in a self-paced MOOC
Kim, R., & Song, H. (2023) · Distance Education · doi:10.1080/01587919.2022.2155619 · Cited by 11
“ments submitted, or participation in discussion forums (Guo et al., 2014; Sun et al., 2019).”
BackgroundLearning With Pedagogical Models: Videos As Adjuncts to Apprenticeship for Surgical Training
Ferrier-Barbut, É., Avellino, I., Canlorbe, G., Vitrani, M., & Luengo, V. (2023) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3579615 · Cited by 11
Alam, R., Ahmad, N., Shahab, S., et al. (2023) · Lecture notes on data engineering and communications technologies · doi:10.1007/978-981-99-0835-6_39 · Cited by 11
Kawamura, K., & Rekimoto, J. (2024) · Augmented Humans International Conference (AHs) · doi:10.1145/3652920.3652922 · Cited by 15
Benefit and Cost Analysis of Massive Open Online Courses
Xia, B. S. (2015) · International Journal of Cyber Behavior Psychology and Learning · doi:10.4018/ijcbpl.2015070104 · Cited by 11
Lecture capture with real-time rearrangement of visual elements: impact on student performance
Yu, P.-T., Wang, B.-Y., & Su, M.-H. (2015) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12109 · Cited by 10
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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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