Videos are increasingly used for learning both in higher education and in organizational knowledge exchange. Though this tool enables flexible and effective individual learning, its effectiveness largely depends on its ability to maintain viewers’ attention. Studies of learner attitudes towards video presentations show that they feel less engaged with digital pieces of training than before the pandemic and L&D professionals consider their virtual training experiences ineffective. As the production of instructional videos is time and resource intensive, it is essential to have a clear understanding of the factors and principles that should be taken into account when making and using this genre specifically. Our research aims to contribute to this goal with research findings and practical suggestions. Since, to the best of our knowledge, only a little research has so far investigated the factors that influence the effectiveness of instructional videos for workplace learning (see one of these in Section 2.1.1), the current study presents some of the significant findings in the literature on the principles of the effectiveness of instructional videos supported by empirical research in different educational sectors (such as higher education, adult education, vocational training, professional or self-paced online learning). It also presents the findings of an empirical mixed-methods study on the effectiveness and engaging capacity of instructional videos in higher education. Learner emotions (N=25) were identified by self-report questionnaires Due to the high degree of similarity between the two learning environments, these conclusions are worth being considered for workplace-based instructional videos as well.