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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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“On the other hand, studies found that the production value is not always connected to successful learning with video [16].”
BackgroundFuller, J. S., Brantley‐Dias, L., Lokey-Vega, A., & Langub, L. W. (2021) · Open Learning The Journal of Open Distance and e-Learning · doi:10.1080/02680513.2021.2011186 · Cited by 5
“Additionally, informal talking-head and shorter video formats are more engaging for learners (Guo et al., 2014).”
Salehudin, I., & Alpert, F. H. (2022) · Education + Training · doi:10.1108/et-02-2021-0045 · Cited by 5
Oyarzun, B. A., Conklin, S. A., & Barreto, D. (2016) · Advances in higher education and professional development book series · doi:10.4018/978-1-5225-1851-8.ch006 · Cited by 5
Steinbeck, H., Zobel, T. E. I., & Meinel, C. (2022) · ACM Conference on Learning @ Scale (L@S) · doi:10.1145/3491140.3528268 · Cited by 6
Ten Key Factors for Making Educational and Instructional Videos
Guy, J., & McNally, M. B. (2022) · Scholarly and Research Communication · doi:10.22230/src.2022v13n2a423 · Cited by 5
The impact of MOOCs on the performance of undergraduate students in digital signal processing
Pertuz, S. D., & Torres, J. (2016) · doi:10.1109/stsiva.2016.7743356 · Cited by 5
“Several studies have suggested that each video should have a maximum duration between 6 and 9 minutes [9, 17].”
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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