Sustained attention in learning: what can Hollywood cinema teach us about the design of educational videos?

Abstract Educational videos have become central to learning environments, particularly following the COVID-19 pandemic, underscoring the need for optimized design to enhance learning outcomes. Concurrently, research on film cognition has provided valuable insights into how viewers process dynamic visual narratives in Hollywood cinema. This paper explores the parallels between Hollywood cinema and educational videos to determine how film cognition research can inform educational video design. We analyze how cinematic techniques align with educational principles (i.e. signaling, spatial and temporal contiguity) proposed by Cognitive Theory of Multimedia Learning. Additionally, we examine social cognition aspects, drawing connections to the learning principles (i.e., embodiment and image principles) in educational contexts. We propose that educational videos can enhance learner engagement by adopting attention-guiding methods and social cues used in film. We also suggest that compiling a shared collection of example videos and reusable materials could help teachers and researchers reuse and adapt resources more easily.