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The literature provides some evidence for the effectiveness of online educational videos in students' learning. Also, general features of educational videos such as production style and video length were investigated to some extent. However, the actual cognitive features of educational videos available on the Internet have remained almost untreated, so far. The main goal of this study is to use learning analytics to investigate how far educational videos on YouTube support cognitive features–as formulated in the cognitive theory of multimedia learning–and how far these features support students' learning. We measure the Video Cognitive Value (V C V) by viewers' rating, particularly using the number of Likes based on a survey that we conducted to understand the semantics of Likes and Dislikes of YouTube's educational videos. Then, a sample of 105 videos was collected and analyzed with respect to cognitive …