Is your video too long? Maybe, but maybe not

We’ve all seen it: a great video, honest, powerful, and 12 minutes long. And immediately, that little voice in your head whispers: “Anything over 7 minutes? Sleep aid territory.”

But here’s the truth: longer videos can work. You just have to earn the watch and design them with the brain in mind.

Why long isn’t always bad

Ever miss a key moment in a show because you got distracted? Maybe a phone buzzed, or the dog barked. When you return, it feels like you’ve missed everything. That’s how learners feel when their attention drifts, not on a couch, but in a noisy dayroom, headphones that barely work, and distractions everywhere. Zoning out isn’t laziness. It’s survival.

If learning is going to stick, pacing has to account for that.

What the science says

Cognitive load is real. Even the most motivated brain can tap out quickly when stress or distractions spike. Longer videos can succeed, but only if they’re broken into chunks, emotionally resonant, and leave space to pause and reflect (Mayer, 2009; Sweller, 1988).

Too much information at once? Working memory overloads. Learners zone out not because they’re lazy, but because their brains are overwhelmed. The “I’m done” feeling is a built-in safety switch, not a flaw.

How to make longer videos work

Here are four strategies for designing long-form content that learners actually watch and remember:

1. Tell a Story

Stories activate the brain’s social and emotional centers (Zak, 2013). A 10 to 15 minute video works if it’s personal, emotional, and real.

Edovo Tip: If featuring someone with lived experience, add visual breaks, captions, and clear titles to guide viewers through the narrative.

2. Build in breathing room

A 12-minute video can feel like five if you chunk the content. Include:

• Mini recaps: “Let’s pause. Here’s what we’ve covered.”
  
• Visual title cards: “Next: Finding Support After Release.”
  
• Reflection prompts: “What would you do in this situation?”
  
  

Chunking and pause points protect working memory, especially for learners navigating trauma or stress (Bransford et al., 2000).

3. Label it and give choice

Be transparent about video length: “This is one of our longer videos. You can break it into two sittings or watch straight through.”

Show estimated runtime in titles and suggest breaks if needed. Autonomy fuels motivation and builds trust (Deci and Ryan, 1985).

4. Keep the ratio right

Balance short and long content wisely. A rough guideline is 80 percent short-form content to 20 percent long-form content or even 90 percent short to 10 percent long. This keeps learners engaged and allows flexibility, especially in mobile or correctional learning environments.

Learn from the Pros

TED Talks succeed because of pacing, previews, and natural pauses. Each idea lands before the next is introduced. Apply the same principle: build checkpoints, revisit key points, and give learners room to process.

TL;DR: Long isn’t bad. Boring is.

• Use long-form video for emotional connection, story, or depth.
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• Include recaps and mid-video reflection moments.
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• Chunk, label, and preview long content to make it manageable.
  
  
• Add time only when it adds meaning, not just minutes.
  
  

When in doubt: Don’t cut. Craft. If you wouldn’t sit through it, learners won’t either.

References

• Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School. National Academies Press. https://doi.org/10.17226/9853
• Mayer, R. E. (2009). Multimedia Learning. Cambridge University Press.
• Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12(2), 257–285.
• Zak, P. J. (2013). Why Your Brain Loves Good Storytelling. Harvard Business Review. https://hbr.org/2014/10/why-your-brain-loves-good-storytelling
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Springer Science & Business Media.

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