Long Enough to Reach the Ground: Video Length in Multimedia

Among the most common questions instructional designers and media producers are asked are, “How important is video length, relative to other attributes, in my course design” and “How long should the video be to maximize learning-efficacy?” While there has been some research that provides insights into video length, there are limitations in existing studies that make generalizable recommendations challenging.

This short brief looks at two studies to illustrate these challenges and concludes that the current evidence base on what video duration is best for learning is inconclusive and suggests a more complex picture than a simple “optimal time length." Shorter videos may be better for engagement, but longer videos may offer students benefits in some contexts. Studies are needed to distinguish between “viewing” and “learning.”

In the interim, based on what we know about how students learn and effective pedagogy, the brief suggests some key factors to consider when designing educational videos. These key factors are grouped into three general categories that reflect (1) Not all subject matter is the same; (2) Not all learners are the same; and (3) Videos are not the curriculum.

This brief is part of a series on Building Multimedia Learning Experiences produced by the CHDS Media Hub intended to provide short summaries and/or actionable tips for multimodal teaching and learning.