Video Duration and Engagement in Mathematics Instruction on YouTube: An Analysis of Content-level Moderators
Mathematics Instruction on YouTube
Abstract
This study investigates how video length interacts with structural content features to shape user engagement in mathematics instructional videos on YouTube. Drawing on a dataset of 126 highly viewed Turkish-language videos, we examine engagement through three metrics: views (consumptionist engagement), likes (affective engagement), and comments (behavioral engagement). Using descriptive statistics, correlation analysis, and one-way ANOVA, we explore whether video duration varies by educational level, content focus, and mathematical topic, and whether these variations predict engagement. Findings reveal that video length alone does not significantly correlate with any engagement metric, nor does it differ meaningfully across content categories. While longer videos appear more common in secondary education and exam-focused content, these patterns do not translate into higher engagement. The study highlights the need for context-sensitive video design and cautions against one-size-fits-all assumptions about optimal length. Implications are offered for instructional content creators and future research on platform-based mathematics education.
Keywords: YouTube; mathematics education; instructional video; video length; user engagement
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