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
Cites
Mayer, R. E. (2009) · doi:10.1017/cbo9780511811678 · Cited by 7,800
Mayer, R. (2020) · doi:10.1017/9781316941355 · Cited by 7,777
Mayer, R. E. (2001) · doi:10.1017/cbo9781139164603 · Cited by 2,304
Deconstructing disengagement: analyzing learner subpopulations in massive open online courses
Kizilcec, R. F., Piech, C., & Schneider, E. (2013) · Proceedings of the Third International Conference on Learning Analytics and Knowledge · doi:10.1145/2460296.2460330 · Cited by 984
(2013) · Research & Practice in Assessment · Cited by 920
Who does what in a massive open online course?
Seaton, D. T., Bergner, Y., Chuang, I. L., Mitros, P., & Pritchard, D. E. (2014) · Communications of the ACM · doi:10.1145/2500876 · Cited by 236
Should your MOOC forum use a reputation system?
Coetzee, D., Fox, A., Hearst, M. A., & Hartmann, B. (2014) · ACM Conference on Computer Supported Cooperative Work (CSCW) · doi:10.1145/2531602.2531657 · Cited by 182
Levasseur, D. G., & Sawyer, J. K. (2006) · Review of Communication · doi:10.1080/15358590600763383 · Cited by 127
Guidelines for the Use of Multimedia in Instruction
Williams, J. R. (1998) · Proceedings of the Human Factors and Ergonomics Society Annual Meeting · doi:10.1177/154193129804202019 · Cited by 83
Cross, A., Bayyapunedi, M., Cutrell, E. B., et al. (2013) · ACM SIGCHI Conference on Human Factors in Computing Systems (CHI) · doi:10.1145/2470654.2470766 · Cited by 33
Research works printed but not linked: 2
- Ilioudi , C. , Giannakos , M. N. , and Chorianopoulos , K . Investigating Differences among the Commonly Used Video Lecture Styles . In Proceedings of the Workshop on Analytics on Video-based Learning, WAVe'13 ( 2013 ). Ilioudi, C., Giannakos, M. N., and Chorianopoulos, K. Investigating Differences among the Commonly Used Video Lecture Styles. In Proceedings of the Workshop on Analytics on Video-based Learning, WAVe'13 (2013).
- Roam , D. The Back of the Napkin (Expanded Edition): Solving Problems and Selling Ideas with Pictures . Portfolio Hardcover , 2009 . Roam, D. The Back of the Napkin (Expanded Edition): Solving Problems and Selling Ideas with Pictures. Portfolio Hardcover, 2009.
Cited by
Sorted by citations
Flipped classroom improves student learning in health professions education: a meta-analysis
HEW, K. F., & LO, C. K. (2018) · BMC Medical Education · doi:10.1186/s12909-018-1144-z · Cited by 1,207
Brame, C. J. (2016) · CBE—Life Sciences Education · doi:10.1187/cbe.16-03-0125 · Cited by 1,538
“Guo and colleagues examined the length of time students watched streaming videos within four edX MOOCs, analyzing results from 6.9 million video-watching sessions (Guo et al., 2014).”
BackgroundInfluentialDost, S., Hossain, A., Shehab, M., Abdelwahed, A., & Al‐Nusair, L. (2020) · BMJ Open · doi:10.1136/bmjopen-2020-042378 · Cited by 966
“Hence, we suggest that until innovative solutions are generated, medical schools adopt TBL or PBL learning styles for efficiently delivering high-yielded teaching.”
BackgroundLo, C. K., & Hew, K. F. (2017) · Research and Practice in Technology Enhanced Learning · doi:10.1186/s41039-016-0044-2 · Cited by 871
El-Sabagh, H. A. (2021) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-021-00289-4 · Cited by 566
“Guo et al. (2014) checked the participation of students when they watched videos.”
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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