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The increasing importance of video lectures in diverse educational settings underscores the need for further research on designing universally accessible and effective learning experiences. While several design guidelines have been proposed, a consensus on optimal values for certain features remains elusive, possibly due to students’ varying personal preferences. This study examines the effects of video lectures features—specifically the instructor’s speech rate—on students’ attitude and attention, with a focus on tailoring to individual preferences. An exploratory study was conducted with the participation of 54 undergraduate engineering students in a flipped classroom course analyzing their interaction with 17 video lectures. Initial findings showed no universal speech rate preference affecting students’ attitude and attention. However, subsequent cluster analysis identified distinct preference groups …