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
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“In a recent paper, Guo, Kim, and Rubin (2014) found that videos less than 3 min in length had the highest engagement from study participants.”
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MethodMOOCs 2.0: THE SOCIAL ERA OF EDUCATION
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“Factors that increase engagement include customizing content for the expertise of the learner, limiting video clips to 10 minutes or less, using illustrations, diagrams, and other visual modalities to complement narration, and personalizing the narration by speaking relatively quickly and enthusiastically in a convers…”
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BackgroundAutomatic MOOC Video Classification using Transcript Features and Convolutional Neural Networks
Chatbri, H., McGuinness, K., Little, S., et al. (2017) · doi:10.1145/3132390.3132393 · Cited by 9
“org Figure 1: MOOC video production style [11]: (a) classroom lecture, (b) ”talking-head” style, (c) digital drawing tablet style of Khan Academy, (d) PowerPoint presentation style.”
BackgroundExplanations and Interactives Improve Subjective Experiences in Online Courseware
Thomas, M. P., Türkay, S., & Parker, M. J. (2017) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v18i7.3076 · Cited by 9
Present and Future of the E-Learning in Economics Schools and Faculties
Estellés, T. C., Escortell, A. I., & Rodríguez, M. I. L. (2018) · Multidisciplinary Journal for Education Social and Technological Sciences · doi:10.4995/muse.2018.9777 · Cited by 9
Propuesta de diseño de instrumento para analizar vídeo-lecciones en MOOC
Salcedo, E. M. M., Rodríguez, M. A. P., & Pulido, P. C. (2018) · Alteridad · doi:10.17163/alt.v14n1.2019.04 · Cited by 9
Lancaster, T., Robins, A. V., & Fincher, S. A. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.015 · Cited by 11
Campbell, L. O., Planinz, T., Morris, K., et al. (2019) · College Teaching · doi:10.1080/87567555.2019.1650703 · Cited by 9
“Guo et al. (2014) concurred that student engagement was highest with videos that were 3minutes or less; however, Bowles-Terry et al. (2010) indicated that 3minutes may be too long for some students.”
BackgroundSmart environments and analytics on video-based learning
Giannakos, M. N., Sampson, D. G., Kidziński, Ł., et al. (2016) · doi:10.1145/2883851.2883898 · Cited by 9
“With respect to the viewing patterns of learners, some interesting preliminary work was noted [4] including when and where students watch learning videos as well as how they view materials (e.g., in small chunks).”
BackgroundWorlitz, J., Branke, M., Troike, M., et al. (2018) · IEEE International Conference on Teaching, Assessment, and Learning for Engineering · doi:10.1109/tale.2018.8615320 · Cited by 9
“Through the individual processing of the learning materials, adapted to their learning pace, the attention of the students is also promoted, since sequences or tasks can be skipped with already existing knowledge levels [30].”
BackgroundVLEngagement: A Dataset of Scientific Video Lectures for Evaluating Population-based EngagementPreprint
Bulathwela, S., Pérez‐Ortiz, M., Yılmaz, E., & Shawe-Taylor, J. S. (2020) · arXiv (Cornell University) · doi:10.48550/arxiv.2011.02273 · Cited by 9
“We aggregate the user view logs and use the Normalised Engagement Time (NET) to compute the Median of Normalised Engagement (MNET) , as it has been proposed as the gold standard for engagement with educational materials in previous work [23].”
BackgroundMethodInfluentialVidanaralage, J., Dharmaratne, A., & Haque, S. (2022) · Australasian Journal of Educational Technology · doi:10.14742/ajet.7473 · Cited by 8
“The cryptocurrency learning video did not exceed 9 minutes for maintaining proper participant engagement (Guo et al., 2014).”
BackgroundUsing synchronized eye movements to assess attentional engagement
Liu, Q., Yang, X., Chen, Z., & Zhang, W. (2023) · Psychological Research · doi:10.1007/s00426-023-01791-2 · Cited by 8
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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