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The impact of YouTube videos on the student's learning
Abstract
An important part of education is student's learning. Good quality education is based mainly on how well student attain the knowledge. One way to achieve that is to simplify the content and make it as intuitive as possible. This can be challenging especially for introductory computer science courses for non-computer science students. Such courses are supposed to cover a wide range of complex computer concepts such as networking, computer internal hardware, databases, operating systems and others. In this paper we are presenting the results of a study done on the use of YouTube videos to enhance students' learning. We have evaluated the student's performance in an introduction to computers course for non-computer science students by comparing two groups of students, The first one is a test group in which we have supplied the students with a set of videos from YouTube to illustrate different concepts such as multiple core versus single core processor, hard disk internal components, using fiber optic cables to connect continents under water. ect. The second is a control group in which we have only used the traditional resources, such as the textbook, in class lectures and handouts. The results of the study have shown that students understand and can remember the complex concepts much better when they are exposed to a visual explanation video. We found that most of the students if not all watched the short videos, which is not the case with textual content. One of the main advantages of YouTube is that it is a free web based service that contains short contents about specific concepts taught in schools. Educators can easily search and review videos related to a specific concept or knowledge, and then provide the students with the link. In our case the videos were downloaded using RealPlayer plugin, which allowed us to download any video streaming content on the web. Then we have uploaded the videos in our LMS (learning management system). We have opted to include th- videos in the LMS so that we can track the number of students who have downloaded the videos and keep track of the number of downloads. In this study we have found that using YouTube videos encouraged students to look for similar videos, and get a habit of using YouTube as an educational resource. The only challenge is the evaluation of the reliability of the content, for that reason content selection has to done by the instructor. Lastly, YouTube videos have been a useful source of educational content, it is a free web based tool, and the impact has been important based on our study on students' performance. Educators have used YouTube videos in other fields such as nursing in [1] and have proven to be an effective tool to enhance students learning and engagement.
... billion videos daily(Dreon et al., 2011). The sheer number of online videos available has been a valid justification for making them as learning material(Chtouki et al., 2012).The majority of learning that has made use of YouTube, both as media and learning sources, demonstrated a high access to the material. Students felt encouraged to search for more relevant videos, in addition to those provided by teachers(Chtouki et al., 2012). ...
... The sheer number of online videos available has been a valid justification for making them as learning material(Chtouki et al., 2012).The majority of learning that has made use of YouTube, both as media and learning sources, demonstrated a high access to the material. Students felt encouraged to search for more relevant videos, in addition to those provided by teachers(Chtouki et al., 2012). This suggested that learners found YouTube's integration into learning was as productive as it was stimulating that they were willing to learn more about a subject matter by voluntarily searching other relevant videos. ...
... This suggested that learners found YouTube's integration into learning was as productive as it was stimulating that they were willing to learn more about a subject matter by voluntarily searching other relevant videos. Furthermore, the use of YouTube had demonstrated a significant transformation in students' perception and attitude with regard to the learned material(Chtouki et al., 2012). Watching videos had provided students with knowledge in terms of the immediate implications of what they were studying in their lives. ...
Fundamental changes that have taken place in the realm of information technology— particularly with the emergence of the Internet—have altered significantly ways by which people communicate, interact and exchange information. Similarly, in the realm of education, the same events have changed the ways by which teaching and learning were conducted. Indeed, the integration of technology into learning has made the learning process more interactive, collaborative and experiential. However, any innovation in education, as a result of advances in technology, is not an end in itself, but one that must be based on scientific research. This study was a library research, seeking to evaluate some of the existing efforts in integrating YouTube into learning and review a series of critical examination of such practices from the perspective of transformative critical pedagogy. The study showed that the majority of learning that has made use of YouTube demonstrated high access to the material, a more successful learning, and increased motivation of students to learn even further by searching more relevant videos. Nonetheless, for YouTube’s integration into learning to be transformative, it needs clear philosophical and pedagogical foundations. Otherwise, it may serve as the fulfilment of capitalist consumerism. Keywords: technology, integration, learning, YouTube
... This was indicated in our study, as 96.5% of the medical students who participated in the survey in Jordan acknowledged using YouTube, and this was reflected in their scores: Very good and good scores were the most frequently described scores (57.9%). There are many published articles about students using YouTube as a learning tool in different specialties [4,6,8,18], with anatomy as a particularly good example [5,13,19,20]. This led us to explore how medical students use YouTube for pathology especially because there have been few previous reports about this topic and because pathology and anatomy share many similarities, particularly in terms of visual engagement [5]. ...
... The study showed that 82.2% of the students were using YouTube to learn pathology and that the scores of the students who used YouTube as a tool to learn pathology were higher, with 428 students scoring above 70%. Therefore, based on the results of this study and other studies [5,6,13,18,21], YouTube can be a helpful and preferable educational tool for students, and it should be utilized in a very effective way in universities. ...
BACKGROUND
YouTube is considered one of the most popular sources of information among college students.
OBJECTIVE
This study aimed to explore the use of YouTube as a pathology learning tool and its relationship with pathology scores among medical students at Jordanian public universities.
METHODS
This cross-sectional, questionnaire-based study included second-year to sixth-year medical students from 6 schools of medicine in Jordan. The questionnaire was distributed among the students using social platforms over a period of 2 months extending from August 2022 to October 2022. The questionnaire included 6 attributes. The first section collected demographic data, and the second section investigated the general use of YouTube and recorded material. The remaining 4 sections targeted the participants who used YouTube to learn pathology including using YouTube for pathology-related content.
RESULTS
As of October 2022, 699 students were enrolled in the study. More than 60% (422/699, 60.4%) of the participants were women, and approximately 50% (354/699, 50.6%) were second-year students. The results showed that 96.5% (675/699) of medical students in Jordan were using YouTube in general and 89.1% (623/699) were using it as a source of general information. YouTube use was associated with good and very good scores among the users. In addition, 82.3% (575/699) of medical students in Jordan used YouTube as a learning tool for pathology in particular. These students achieved high scores, with 428 of 699 (61.2%) students scoring above 70%. Most participants (484/699, 69.2%) reported that lectures on YouTube were more interesting than classic teaching and the lectures could enhance the quality of learning (533/699, 76.3%). Studying via YouTube videos was associated with higher odds (odds ratio [OR] 3.86, 95% CI 1.33-11.18) and lower odds (OR 0.27, 95% CI 0.09-0.8) of achieving higher scores in the central nervous system and peripheral nervous system courses, respectively. Watching pathology lectures on YouTube was related to a better chance of attaining higher scores (OR 1.96, 95% CI 1.08-3.57). Surprisingly, spending more time watching pathology videos on YouTube while studying for examinations corresponded with lower performance, with an OR of 0.46 (95% CI 0.26-0.82).
CONCLUSIONS
YouTube may play a role in enhancing pathology learning, and aiding in understanding, memorization, recalling information, and obtaining higher scores. Many medical students in Jordan have positive attitudes toward using YouTube as a supplementary pathology learning tool. Based on this, it is recommended that pathology instructors should explore the use of YouTube and other emerging educational tools as potential supplementary learning resources.
... A common area where digital videos are utilized is English language which are used for vocabulary learning [29], oral learning for improving communication [30], enhancing pronunciation and listening ability [31], improvement in literature learning [32], engaging young learners to enrich learning [33] and enhancing proficiency in syntax, fluency and lexical range of English language [34]. Chtouki, Harroud, Khalidi and Bennani [35]conducted a study based on traditional learning and learning with videos using YouTube as an educational resource. The results indicated that students remembered complex concepts much better with the help of visual explanation videos, which enhanced the students learning. ...
... Many research papers that used the social media environment to deliver teaching and learning content have used the existing Facebook due to its simplicity, features, and wide range of user engagements. The second most consumed learning media is videos where students utilize YouTube videos for learning in schools [35,37] and game-based learning is an innovative approach which is used in computer science area to help students master the basis of programming [42-45, 47, 48]. Subsequently, a hybrid solution is another innovative learning approach that utilizes various multimedia features such as videos and social media [38]. ...
... Many studies abound from literature search on educational use of YouTube. Such studies include studies conducted by Chtouki et al. (2012) and Orus et al (2016). Chtouki et al. (2012) studied the impact of YouTube on students' learning. ...
... Such studies include studies conducted by Chtouki et al. (2012) and Orus et al (2016). Chtouki et al. (2012) studied the impact of YouTube on students' learning. The authors evaluated students' performance in an introduction to computers course for non-computer science students by comparing two groups of students. ...
The prevalence of YouTube has overwhelmingly expanded globally following its advent in 2005. Globally, opinions differ as to whether YouTube is a very useful information and knowledge source. The potentialities of YouTube offer a participatory, informational and knowledge-filled platform. Despite these potentials, research shows that YouTube in Nigeria does not yet enjoy much patronage. The study was aimed at determining the perceptions of Unizik students towards information usefulness of YouTube. It sought to find out among others the extent of YouTube use among the students and was anchored on Technology Acceptance Model (TAM) which posits that users will be willing to make use of a new technology if they find it useful and easy to use. The research design was survey and questionnaire served as the measuring instrument. Data were analysed using frequency tables and pie charts. The study found out that 75 percent of students use YouTube to a large extent amidst its challenges and that and that they had positive perceptions towards YouTube as a useful and significant source of information and knowledge. The researchers recommend that government should subsidize the cost of data for accessing the site since the respondents saw it as a major challenge. Also, more research is recommended to find more ways of combating other disclosed challenges such as unavailability of internet connectivity, poor patronage as content creators etc in YouTube use so as to avail students the opportunities of harnessing the potentials YouTube offers.
... Besides in function of contents related channels and videos will appear, helping the students deepening in subjects of their interest. A good example of an educative channel is MIT OpenCourseWare (figure 6) which contains lectures and lessons of some subjects [24], [25]. Creating contents is an easy process which it is almost automatic and does not require special abilities or training. ...
A few years ago it was not necessary to be a clairvoyant to predict that Internet, the social networks and the free software were going to produce a revolution on the traditional aspects of the university teaching. Nowadays already we can find academic forums in Facebook, Tuenti or Twitter, virtual campus and teaching, incorporation in classroom simulations and YouTube video, support platforms for Teaching Moodle/Blackboard, Chat, Blog... Every time there is a major number of resources and devices destined for his utilization in education. This series of computing tools constitute an applications group of the Web-2.0 improving in a significantly way the communication between the student and the professor. Thus communication among students is more fluid, facilitating the formation of workgroups, their interaction and the creation of discussion forums. One of the advantages of Information Technology and Communication (ICT), it's that they facilitate qualitatively and quantitatively the possibility of raising the active-collaborative work and involvement of the students a synchronous or asynchronous manner during the didactic strategy. In general learning is easier due to the use of simulators, videos and other multimedia applications that enhance the study of the matter (e-learning). On the one hand the utilization of these applications it allows to the professor to apply diverse educational innovative methodologies; on the other hand the students are clearly motivated for developing ability and competence related to this knowledge discipline. Facebook and YouTube offer us tools not only of recreational and hobby but rather resources that can be adapted and used in educational contexts in order to raise discussions, video analysis together with information and knowledge exchange… Thus it allows a major interaction between the binomials teacher-student and student-student. Moreover as logical, implementation of these tools on teaching has allowed to increase the degree of student motivation to improve the skill sets, competences and abilities acquired during the academic course. Implementation of applications Web-2.0 in university teaching involves incorporating new activities, communication styles, roles and scenarios; so one of the challenges of education today should be to develop a new educational space adapted to a society submitted to continuous changes. The fact of using free and open software has enabled the implementation of this experience will be quick, because the great majority of students are accustomed to using this technologies. The appearance of new versions destined for smartphones has caused widespread among young people, which makes possible that it is a future option (m-learning). The project is economically sustainable, efficient and transferable to other disciplines of knowledge and degrees, as the means for implementation are in widespread use within the educational community. It is necessary to indicate also that the use of this type of communication tools has expanded in the educational sector since it software programs are easily accessible, they allow his utilization and download without additional cost. The objectives of this educational experience were the following: incorporation in the classroom of new channels applied to teaching as YouTube or Facebook; improve communication and interaction between different students and graduates, within the same working group of the University of Zaragoza; facilitate virtual communication with the student and the performance of the course; enhance and adapt the tutorial action to promote dialogue in real time, by means of virtual tutorials and the experimental utilization of the Facebook platform individually or through the chat group communication.
... Although slideshows and YouTube video views are usual in classroom, the Information and Communication Technologies ICT's have started a revolution in university education [6], [7]. The expressions A3 (anytime, anywhere and anybody) has been synonymous for the beginning, the first steps of Blended Learning [8] or e-Learning. ...
Mobile devices have revolutionized the campus because of its low cost and technical capabilities, which together with a wide spread of Internet services has caused a change in the behaviour of students. This reality that teachers perceive every day has transformed the way in which students interact with their environment. Thus a change occurs in the nature of higher education, leading to an emerging concept of teaching and learning based on student mobility "m-learning".
Although slideshows and YouTube video views are usual in class, Information and Communication Technologies -ICT's- have started a revolution in university education. “From anywhere, on any device at any time...”, this is the trend in the current model of education on-line, also called "e-learning". The advance of Internet and some Web2.0 tools such as chat or instant messaging have shortened distances, optimizing resources and time. The use of these educational resources allows increase the student motivation factor, while improving the abilities, skills and competences acquired by the student.
Evernote is a cloud application used to organize information through a virtual notebook with a wide range of functionalities. Among its options emphasizes that it allows sharing information with different users and synchronizing annotations from any type of electronic device: a computer, tablet or smartphone (iOS and Android). The notes that can develop go beyond the typical text notes, since they can be generated from a web, voice recordings "audio notes", email or photographs that have been made through the mobile phone. To use this tool for free is only necessary to access the web http://www.evernote.com and create an account. A characteristic that is very interesting for its application in the teaching is that the various notebooks can be shared with other users simply through their email addresses. So the notes are stored in this notebook, are visible to all selected users; thus it is possible to interchange comments, share files, lists and resources, thereby allowing collaborative work among a diverse group of students.
Educational innovation project shown in this paper is economically efficient, sustainable and transferable to other subjects and knowledge disciplines, because the means for their implementation are widely used within the educational community. The use of an app based on free and open software has enabled a fast implementation of experience, since most of the students are accustomed to using these applications.
... Best practices for implementation as learning tool while taking into account students' perceptions and learning results have been identified [12], [13]. Several studies have found that students exhibited enhanced comprehension and recall of intricate concepts when exposed to visual explanation videos [14], [15]. ...
We propose a simple way to use large language models (LLMs) in education. Specifically, our method aims to improve individual comprehension by adding a novel feature to online videos. We combine the low threshold for interactivity in digital experiences with the benefits of rephrased and elaborated explanations typical of face-to-face interactions, thereby supporting to close knowledge gaps at scale. To demonstrate the technical feasibility of our approach, we conducted a proof-of-concept experiment and implemented a prototype which is available for testing online. Through the use case, we also show how caching can be applied in LLM-powered applications to reduce their carbon footprint.
... In this regard, the lack of video or audio features of the module was highlighted by students in the view form and by a teacher in the interviews. This finding further supports the idea that when students study with videos that have visual explanations, the concepts are easier for them to understand and recall (Chtouki et al., 2012). Moreover, some students preferred to be told by someone and to discuss the solutions with their teachers and pointed out the fact that such a module presented the solutions only in written form as a constraint. ...
One of the aims of the present study was to reveal and compare the performance of ChatGPT versions (GPT-4o, GPT-4, and GPT-3.5), MathGPT, and Gemini in solving 390 mathematical problems in interactive mathematics e-textbooks across various dimensions. The other aim was to identify the affordances and constraints of ChatGPT through the instrumental approach. Both quantitative and qualitative approaches were used. The participants were 160 high school students and 80 mathematics teachers. Data were collected through the evaluation forms, view forms, and interviews with students and teachers based on ChatGPT’s solutions to the mathematical problems. The findings showed that the success rates of GPT-4o and GPT-4 were close to each other, with a slightly higher success rate of GPT-4o. This was followed by MathGPT and GPT-3.5. Gemini has the lowest success rate among the AI chatbots. Depending on the complexity of the mathematical problems, a statistically significant difference between the number of correct and incorrect solutions was found in all ChatGPT versions but not in MathGPT and Gemini. Furthermore, teachers and students referred to explanatory and detailed aspects of the solutions, learning without a teacher, getting solutions directly and quickly, and learning support as affordances of ChatGPT. On the other hand, the participants also acknowledged the constraints of ChatGPT while being aware of its affordances. Based on students’ and teachers’ expressions in the view forms and interviews, the mean scores they provided in the evaluation forms, and ChatGPT’s high performance in solving mathematical problems, it is suggested that ChatGPT could be a useful tool for students’ individual mathematics learning process.
... A high ratio means the probability of the page being an 'Informative' page is high. In [20], Chtouki et al., discussed in their research that people comprehend and grasp the content that is shown on a website much better when it is shown visually on a 'Video' rather than just as text. So, a website that has 'Videos' and text, rather than just text, will be more 'Informative' for the user since they will be able to understand more information, and, in turn, the website will be more 'Informative'. ...
This paper addresses the challenge of objectively determining a website’s personality by developing a methodology based on automated quantitative analysis, thus avoiding the biases inherent in human surveys. Utilizing a database of 3000 websites, data extraction tools gather relevant data, which are then analyzed using Artificial Intelligence (AI) techniques, including machine learning (ML) and natural language processing. Four ML algorithms—K-means, Expectation Maximization, Hierarchical Agglomerative Clustering, and DBSCAN—are implemented to assess and classify website personality traits. Each algorithm’s strengths and weaknesses are evaluated in terms of data organization, cluster flexibility, and handling of outliers. A software tool is developed to facilitate the research process, from database creation and data extraction to ML application and results analysis. Experimental validation, conducted with identical training and testing datasets, achieves a success rate of up to 94% (with an Error of ≤50%) in accurately identifying website personality, which is validated by subsequent surveys. The research highlights significant relationships between website attributes and personality traits, offering practical applications for website developers. For instance, developers can use these insights to design websites that align with business goals, enhance customer engagement, and foster brand loyalty. Additionally, the methodology can be applied to creating culturally resonant websites, thus supporting New Zealand’s cultural initiatives and promoting cross-cultural understanding. This research lays the groundwork for future studies and has broad applicability across various domains, demonstrating the potential for automated, unbiased website personality classification.
... Many of these institutes have a strong online presence and have published mock interview videos of the personality test of the top candidates on their YouTube channels for broader accessibility of their training materials. Online educational resources often serve as a great leveler for broadening participation [5,19]. However, unlike traditional educational resources [28,32], little or no computational audits for bias exists for such resources. ...
This paper makes three key contributions. First, via a substantial corpus of 51,278 interview questions sourced from 888 YouTube videos of mock interviews of Indian civil service candidates, we demonstrate stark gender bias in the broad nature of questions asked to male and female candidates. Second, our experiments with large language models show a strong presence of gender bias in explanations provided by the LLMs on the gender inference task. Finally, we present a novel dataset of 51,278 interview questions that can inform future social science studies.
... One of YouTube's primary benefits is its free web-based service containing short videos about particular ideas taught in schools. Educators can easily search for and review videos about a specific concept or knowledge and then share the link with students (Chtouki et al., 2012). ICT, such as YouTube, becomes an effort to develop students' technological literacy. ...
Speaking fluent English is crucial as an international lingua franca, offering individuals greater opportunities for education, employment, and social mobility. YouTube was incorporated in an English classroom to develop students' speaking and reduce their anxiety. Educational YouTube videos are regarded as authentic materials that play an essential role in teaching. Two classes in the third semester were randomly selected as experimental and control classes in the English Education Department at Universitas Borneo Tarakan, consisting of 70 students. The experimental class was treated with YouTube, and the control one was taught traditionally. Data were collected through a speaking test (instructing students to explain the video) for all samples and a questionnaire to observe the students' anxiety after using YouTube. The questionnaire's test data and Likert scale were analyzed using a T-test. The study discovered that the average increase in the experimental group's speaking ability score was 2.86 ± 0.54, higher than in the control group's speaking ability score of 1.03 ± 0.74. The anxiety of the 36 respondents in the experimental group, at most 33 respondents (91.7%), had a medium level of anxiety, and the other three respondents (8.3%) had a low level of anxiety. It implied that technology contributed to creating effective English learning for students in the 21st century. Since YouTube assisted students in fostering speaking, teachers are expected to use various technologies to create fun English learning and motivate students. Abstrak Berbicara bahasa Inggris dengan lancar sangat penting sebagai bahasa Internasional yang menawarkan kesempatan yang lebih besar bagi individu untuk pendidikan, pekerjaan, dan mobilitas sosial. Untuk mengembangkan kemampuan berbicara siswa dan mengurangi kecemasan mereka, YouTube digunakan ke dalam kelas bahasa Inggris. Video YouTube yang mendidik dianggap sebagai materi autentik yang memainkan peran penting dalam pengajaran. Ada dua kelas pada semester ketiga yang dipilih secara acak sebagai kelas eksperimen dan kontrol di Pendidikan Bahasa Inggris di Universitas Borneo Tarakan, yang terdiri dari 70 mahasiswa. Kelas eksperimen diperlakukan dengan YouTube, dan kelas kontrol diajarkan secara tradisional. Data dikumpulkan melalui tes berbicara (menginstruksikan siswa untuk menjelaskan video) untuk semua sampel dan kuesioner untuk mengamati kecemasan siswa setelah menggunakan YouTube. Data tes dan skala Likert untuk kuesioner dianalisis menggunakan uji-T. Penelitian ini menemukan bahwa peningkatan rata-rata skor kemampuan berbicara kelompok eksperimen adalah 2,86 ± 0,54, lebih tinggi daripada skor kemampuan berbicara kelompok kontrol sebesar 1,03 ± 0,74. Kecemasan pada 36 responden dalam kelompok eksperimen, paling banyak 33 responden (91,7%), memiliki tingkat kecemasan sedang, dan tiga responden lainnya (8,3%) memiliki tingkat kecemasan rendah. Hal ini menyiratkan bahwa teknologi berkontribusi dalam menciptakan pembelajaran bahasa Inggris yang efektif bagi siswa di abad ke-21. Karena YouTube membantu siswa dalam mengembangkan keterampilan berbicara, guru diharapkan untuk menggunakan berbagai teknologi untuk menciptakan pembelajaran bahasa Inggris yang menyenangkan dan memotivasi siswa.
... There is even some evidence that preparation via video may increase student engagement with later texts in the subject area [71].Yet, faculty are not necessarily trained in video content generation and they may be challenged generating content appropriate to student academic needs and of a quality that is acknowledged by the students [72], [73]. Thus, some have experimented with use of online content that students are familiar with but do not require the faculty to generate the content, such as YouTube videos or podcasts [74]- [76]. While this does not require additional skills by faculty, the faculty must carefully review content for accuracy due to the lack of the peer review standard typical for textbooks. ...
... The increasing abundance of low-quality educational content on YouTube has become a matter of concern for researchers (e.g., see Bohlin et al., 2017;Neumann and Herodotou, 2020;Tan, 2013) highlighting the crucial role that teachers play in selecting explanatory videos of high quality (Chtouki et al., 2012;Jones and Cuthrell, 2011). This issue is further exacerbated by the reliance on popularity-based rankings in search systems: For instance, Chelaru et al. (2012) observed that the top ten videos in the YouTube search results received a disproportionately higher number of views, likes, and comments. ...
This mixed-methods study examines how pre-service teachers select instructional videos on YouTube for physics teaching. The study focuses on the role of surface features that YouTube provides (e.g., likes, views, thumbnails) and the comments underneath the videos in the decision-making process using videos on quantum physics topics as an example. The study consists of two phases: In phase 1, N = 24 (pre-service) physics teachers were randomly assigned to one of three groups, each covering a different quantum topic (entanglement, quantum tunneling, or quantum computing, respectively). From eight options provided, they selected a suitable video for teaching while their eye movements were tracked using a stationary eye tracker in a laboratory setting, and think-aloud data was collected. In the subsequent phase 2, participants were allowed to freely choose one YouTube video on a second topic of the above-mentioned ones while thinking aloud. The results reveal a significant emphasis on video thumbnails during selection, with over one-third of the fixation time directed towards them. Think-aloud data confirms the importance of thumbnails in decision-making, e.g., as evidenced by a categorization of the study participants’ arguments and thoughts voiced. A detailed analysis identifies that participants did not rely on (content-related) comments despite they have been found to be significantly correlated with the videos’ explaining quality. Instead, decisions were influenced by surface features and pragmatic factors such as channel familiarity. Retrospective reflections through a questionnaire including rating scale items support these observations. Building on the existing empirical evidence, a decision tree is proposed to help teachers identify high-quality videos considering duration, likes, comments, and interactions. The decision tree can serve as a hypothesis for future research and needs to be evaluated in terms of how it can help systematize the process of selecting high-quality YouTube videos for science teaching.
... The majority of the respondents used mobile phones and laptops to watch videos.The study further confirmed that most of the respondents preferred short length videos and animated educational videos. Result of the study of Y.Chtouki, et al. (2012) revealed that students understand and can remember the complex concepts much better when they are ...
The present research was carried out to study the awareness about Shiksharth: An Initiative by Indian Institute of Teacher Education (IITE) for curriculum transaction among the teacher trainees of Indian Institute of Teacher Education. A random sample of 448 teacher trainees was drawn from the 59 affiliated B.Ed. training institutes and Centre of Education, Indian Institute of Teacher Education. A questionnaire was developed by the researcher to know the answers of research questions about Shiksharth initiative. The researcher developed the Google form to collect the data from teacher trainees. The research revealed that the Shiksharth initiative is popular among the students and they found it useful for support learning.
... The study further confirmed that most of the respondents preferred short length videos and animated educational videos. Result of the study of Chtouki, et al. (2012) revealed that students understand and can remember the complex concepts much better when they are exposed to a visual explanation video. According to Caudron (1997) Videos engage students and generate a higher amusement value than other technologies Looking to the above researches it seems necessary to know the awareness among the teacher trainees of the institutions affiliated with IITE about the Shiksharth initiative. ...
In the present research the researcher studied the effect of father’s occupation on reading comprehension in Gujarati language of Grade-7 students. The researcher constructed and standardized the Reading Comprehension Test as a Tool. There were total 50 questions in the test and an OMR sheet was created to give answers in which four options A, B, C, and D were given. In this research, students of Gujarati medium upper primary schools of Gujarat state are taken as population. While a total of 102 students from one rural and one urban school from Gandhinagar district were selected by cluster sampling method as a sample. The present research was conducted by survey method. Looking at the findings of the present research, significant difference between the mean scores of reading comprehension test of students of rural area and urban area is observed. Further, there is no significant effect of father’s occupation on students` reading comprehension.
... Section B consists of items related to independent variables which are student engagement, general knowledge, social skills, and communication skills, all of which were adapted from Al- Zboun et al., (2018). Section C is the student's academic achievement, and the items were adapted from Chtouki et al., (2019). For instance, items such as "I am satisfied with my academic achievement so far; I have obtained a GPA of 3.0 consistently; I have a continuous studying pattern to meet the academic achievement; I am consistent in my 19 academic progress; I gained progress throughout my academic years" are asked. ...
Academic achievement is one of the significant outcomes of the formal education processes. Thus, understanding the factors which influence academic performance is timely. This study aims to examine the determinants that impact the academic performance of students. The determinants include student engagement, general knowledge, social skills, and communication skills. This study applied a quantitative research design, with an online survey questionnaire distributed to the students of a private university in Klang Valley, and 150 valid responses were solicited. The Pearson’s product-moment correlations in the current study demonstrated that student engagement had a positive and strong relationship with student’s academic achievement. General knowledge and social skills were found to have a positive and moderate relationship with academic achievement; however, communication skills were found to have a positive but weak correlation with academic achievement. Multiple regression analysis found that student engagement, general knowledge, and social skills were predictors of academic achievement. However, communication skills were not the predictor. In addition, this study significantly contributes to students’ social life aspects as it is consistent with the Malaysian Ministry of Higher Education's initiative to integrate soft skills into the curriculum and learning processes. This will urge the university's management to develop initiatives and programmes that equip students with various soft skills to make them competent in the market force after graduation. This study also discusses the conclusion, implications, and future research directions.
... It is commonly used to watch educational content [4]. A review of the existing literature revealed that educational videos on YouTube help students improve their learning [5]. Hundreds of universities and colleges have created their own educational YouTube channels. ...
Every aspect of life has undergone innovation in recent years. Information Technology has revolutionized the concept of teaching and learning. Both educators and students are now utilizing contemporary resources for learning and teaching. One of the primary sources of contemporary educational resources is educational videos posted on various channels on YouTube. This study intends to investigate the opinions voiced in YouTube comments for educational videos with the help of Sentiment Analysis. In this research, three techniques namely SentiStrength, TextBlob, and Naive Bayes Classifier were utilized to analyze the sentiments. According to the results, the majority of the remarks made about the videos have positive sentiments that concluded that students are satisfied with YouTube educational videos and consider YouTube as a beneficial learning tool.
... Further, as an educational tool in nursing education (Agazio and Buckley, 2009;Johnston et al., 2018), the platform has been used to stimulate active learning on the part of students and enhance health care learning. Chtouki et al. (2012) found that YouTube videos can be a useful source of free educational content that improves student performance. In a study designed to assess the effectiveness of YouTube videos on a given anatomy problem, Jaffar (2012) found that 98% of the 91 medical students used YouTube extensively, and 92% agreed it helped them learn about anatomy. ...
Video communication has been rapidly increasing over the past decade, with YouTube providing a medium where users can post, discover, share, and react to videos. There has also been an increase in the number of videos citing research articles, especially since it has become relatively commonplace for academic conferences to require video submissions. However, the relationship between research articles and YouTube videos is not clear, and the purpose of the present paper is to address this issue. We created new datasets using YouTube videos and mentions of research articles on various online platforms. We found that most of the articles cited in the videos are related to medicine and biochemistry. We analyzed these datasets through statistical techniques and visualization, and built machine learning models to predict (1) whether a research article is cited in videos, (2) whether a research article cited in a video achieves a level of popularity, and (3) whether a video citing a research article becomes popular. The best models achieved F1 scores between 80% and 94%. According to our results, research articles mentioned in more tweets and news coverage have a higher chance of receiving video citations. We also found that video views are important for predicting citations and increasing research articles’ popularity and public engagement with science.
... A study done by Y. Chtouki et al is another example of the effectiveness of YouTube as a learning supplement. In his case study, 65% of students who used YouTube videos passed compared to only 50% for traditional learning methods only [18]. ...
... Further, as an educational tool in nursing education (Agazio and Buckley, 2009;Johnston et al., 2018), the platform has been used to stimulate active learning on the part of students and enhance health care learning. Chtouki et al. (2012) found that YouTube videos can be a useful source of free educational content that improves student performance. In a study designed to assess the effectiveness of YouTube videos on a given anatomy problem, Jaffar (2012) found that 98% of the 91 medical students used YouTube extensively, and 92% agreed it helped them learn about anatomy. ...
Video communication has been rapidly increasing over the past decade, with YouTube providing a medium where users can post, discover, share, and react to videos. There has also been an increase in the number of videos citing research articles, especially since it has become relatively commonplace for academic conferences to require video submissions. However, the relationship between research articles and YouTube videos is not clear, and the purpose of the present paper is to address this issue. We created new datasets using YouTube videos and mentions of research articles on various online platforms. We found that most of the articles cited in the videos are related to medicine and biochemistry. We analyzed these datasets through statistical techniques and visualization, and built machine learning models to predict (1) whether a research article is cited in videos, (2) whether a research article cited in a video achieves a level of popularity, and (3) whether a video citing a research article becomes popular. The best models achieved F1 scores between 80% and 94%. According to our results, research articles mentioned in more tweets and news coverage have a higher chance of receiving video citations. We also found that video views are important for predicting citations and increasing research articles' popularity and public engagement with science.
... In this sense, it has been shown that one of the most appropriate strategies to improve the appropriation and retention of different topics in the formal and informal educational context is using multimedia content, which is considered a powerful mean to disseminate and integrate different educational themes, as well as transmit emotions in end users. Therefore, these contents should be entertaining and generate interest in the students [4]- [6]. By taking the foregoing into account, the government entities of different countries have made the most of these advantages in order to disseminate preventive educational multimedia content that contributes to the mitigation of contagion by In this order of ideas, it is convenient to take advantage of the potential of video in both formal and informal education, through the design of multimedia content that can stimulate different emotions in end users, in order to generate greater interest and empathy, as well as improve the experience in the visualization of the contents [7]. ...
Affective computing is an emerging research area focused on the development of devices and systems that have the ability to recognize, interpret, process and simulate human emotions in order to improve a user's experience when interacting with a software system. One of the possible fields of application of the techniques provided by affective computing is in the design and generation of multimedia content in the context of formal and non-formal education, which can generate greater interest in students through the transmission of different emotions throughout this content. Based on the above, in this article, an analysis of emotions is carried out on a set of content provided by the Ministry of Health of Colombia as a measure for the prevention and mitigation of contagion by COVID-19. For the development of the study, a tool has been built in the Java language, which allows the segmentation of the audio fragments of the multimedia content, as well as the extraction of the acoustic parameters of arousal and valence, and the application of clustering models on the set of properties extracted from the segments.
... On the aspect of improvement in the students' grades when using YouTube as a learning tool, it obtained a rating of moderately acceptable (x = 3.381, SD =.8541). Previous studies found that both learning with the help of technology and taking part in activities that were conducted online had a favorable impact on the development of the students who participated in the study (Bahian, 2016;Chtouki et al., 2012;Nurhasanah, 2022). In addition, Kainama & Latuserimala (2022) offered support for this result that the implementation of technology can have a major impact on the overall performance of students. ...
YouTube became an alternative to face-to-face teaching during COVID-19, although its use among Bachelor of Science in Criminology students is sparse. This study evaluated YouTube as an instructional tool for Technology-Enabled Learning (TEL). Methods: This survey randomly sampled 281 BS Criminology students. Frequency, mean, percentage, and ANOVA were used in analyzing the data. Findings: Results disclosed that the students utilized YouTube. However, females have a longer time of Youtube usage than males to search for information for academic studies and enrich their general knowledge. Demographics have no influence on the acceptability of YouTube for TEL. Higher acceptability of YouTube for TEL was seen among students who used it frequently and for an extended length of time. Conclusion: Using YouTube as a web-based instructional tool could improve students’ sociability, grades, motivation to learn, and curriculum delivery when utilized in TEL.
... On the aspect of improvement in the students' grades when using YouTube as a learning tool, it obtained a rating of moderately acceptable (x = 3.381, SD =.8541). Previous studies found that both learning with the help of technology and taking part in activities that were conducted online had a favorable impact on the development of the students who participated in the study (Bahian, 2016;Chtouki et al., 2012;Nurhasanah, 2022). In addition, Kainama & Latuserimala (2022) offered support for this result that the implementation of technology can have a major impact on the overall performance of students. ...
YouTube as a Web-Based Instructional Tool in Higher Education in Technology Enabled Learning during the Covid-19 Pandemic. Objectives: YouTube became an alternative to face-to-face teaching during COVID-19, although its use among Bachelor of Science in Criminology students is sparse. This study evaluated YouTube as an instructional tool for Technology-Enabled Learning (TEL). Methods: This survey randomly sampled 281 BS Criminology students. Frequency, mean, percentage, and ANOVA were used in analyzing the data. Findings: Results disclosed that the students utilized YouTube. However, females have a longer time of Youtube usage than males to search for information for academic studies and enrich their general knowledge. Demographics have no influence on the acceptability of YouTube for TEL. Higher acceptability of YouTube for TEL was seen among students who used it frequently and for an extended length of time. Conclusion: Using YouTube as a web-based instructional tool could improve students' sociability, grades, motivation to learn, and curriculum delivery when utilized in TEL. Abstrak: Youtube sebagai Media Pembelajaran Berbasis Web dalam Pendidikan Tinggi: Pembelajaran Berbantuan Teknologi selama Pandemi Covid-19. Tujuan: YouTube menjadi alternatif pengajaran tatap muka selama COVID-19, meskipun penggunaannya di kalangan mahasiswa Bachelor of Science dalam Kriminologi masih jarang. Studi ini mengevaluasi YouTube sebagai alat instruksional untuk Technology-Enabled Learning (TEL). Metode: Survei ini mengambil sampel secara acak 281 mahasiswa BS Kriminologi. Frekuensi, mean, persentase, dan ANOVA digunakan dalam menganalisis data. Temuan: Hasil mengungkapkan bahwa siswa memanfaatkan YouTube. Namun, perempuan memiliki waktu penggunaan Youtube yang lebih lama dibandingkan laki-laki untuk mencari informasi studi akademis dan memperkaya pengetahuan umum mereka. Demografi tidak mempengaruhi penerimaan YouTube untuk TEL. Penerimaan yang lebih tinggi dari YouTube untuk TEL terlihat di antara siswa yang sering menggunakannya dan untuk waktu yang lama. Kesimpulan: Menggunakan YouTube sebagai alat pembelajaran berbasis web dapat meningkatkan kemampuan bersosialisasi, nilai, motivasi belajar, dan penyampaian kurikulum siswa ketika digunakan di TEL. Kata kunci: YouTube, penerimaan, pembelajaran berbantuan teknologi, pembelajaran online.
... Recent studies on understanding learning behavior suggest that the inclusion of video clips (VCs) can greatly enhance learning. YouTube allows students to enhance their learning performance (Chtouki et al. [13]) with rich visual informative content in VCs. To explore the effect of incorporating YouTube VCs to improve reading practices, several further studies (Jackman et al. [41]) have been carried out. ...
The community question-answering (CQA) websites such as Quora¹, and Reddit², and YouTube provides a significant resource to the students. However, there is a redundancy issue which results in inadequate search results for a given question. On the other hand, e-book is primary source of knowledge for students. The Latent Dirichlet Allocation (LDA) topic model helps us to find the key topic of the e-book. The major flaw of this LDA is that it can’t capture the semantic knowledge in the documents. As a result, it fails to find the semantically cohesive, and meaningful topics. To address this issue, we propose a novel sBERT-LDA model, which augments the e-books with recommended question-answers and videos. We construct SiameseBERT (Bidirectional Encoder Representations from Transformers) network which provides the semantically relevant phrase embeddings. The model identifies the key topics of the e-book, after which sBERT is used to assess the similarity between the question-answers. This effort also provides advanced video indexing methods for each recommended video, allowing videos with “Table of Contents” and “Phrase Cloud” features to make videos more consumable. Experiments were carried out on question-answers datasets (Quora (QQP), TREC QA, and Yahoo Answers) as well as e-books on various subjects and across different grades.The model outperforms previous research by a large margin.
... Although YouTube is popular as an entertainment medium, it has become a valuable alternative learning resource to written textual content such as blogs (Chintalapati, Srinivas & Daruri, 2016). Chtouki, Harroud, Khalidi & Bennani (2012) report a study showing that visual explanations help students to understand and remember the complex concepts much better. These studies justify that YouTube has been a widely-used platform as well as an effective tool for improving student's learning and engagement. ...
Students are increasingly using online materials to learn new subjects or to supplement their learning process in educational institutions. Issues regarding gender bias have been raised in the context of formal education and some measures have been proposed to mitigate them. However, online educational materials in terms of possible gender bias and stereotypes which may appear in different forms are yet to be investigated in the context of search bias in a widely-used search platform. As a first step towards measuring possible gender bias in online platforms, we have investigated YouTube educational videos in terms of the perceived gender of their narrators. We adopted bias measures for ranked search results to evaluate educational videos returned by YouTube in response to queries related to STEM (Science, Technology, Engineering, and Mathematics) and NON-STEM fields of education. Gender is a research area by itself in social sciences which is beyond the scope of this work. In this respect, for annotating the perceived gender of the narrator of an instructional video we used only a crude classification of gender into Male, and Female. Then, for analysing perceived gender bias we utilised bias measures that have been inspired by search platforms and further incorporated rank information into our analysis. Our preliminary results demonstrate that there is a significant bias towards the male gender on the returned YouTube educational videos, and the degree of bias varies when we compare STEM and NON-STEM queries. Finally, there is a strong evidence that rank information might affect the results.
... The associate editor coordinating the review of this manuscript and approving it for publication was James Harland. are provided with high-quality, class-related videos that are selected, evaluated, or created by instructors [17]- [19]. In the literature, several studies identified guidelines for instructors to search and identify appropriate YouTube videos for classrooms [20], [21]. ...
YouTube provides a vital source for self-directed learning. YouTube’s search engine, however, ranks videos according to popularity, relevancy, and view history rather than quality. The effect of this ranking on learners’ behavior and experience is not clear: Do learners tend to choose from the top of the returned search list? Does the choosing behavior affect their learning? Is the type of sought knowledge relevant in this process? To answer these questions, we conducted two experiments with sophomore-level students in electrical and computer engineering programs. The students were asked to learn about two new topics by watching YouTube videos of their choice. The first topic conveys procedural knowledge about using the Quine McCluskey algorithm for minimizing logical functions. The second topic relates to the concept of the set-reset latch. In each learning session, the students had to report their watching behavior and experience by responding to an online questionnaire as well as to solve a problem related to the respective topic. The results show a clear tendency to choose from the top of the returned list. However, students’ performance in problem-solving was found to be uncorrelated with the choosing behavior. These results were similar for procedural and conceptual learning although the students’ performance in solving the conceptual problem was significantly lower. These findings indicate that university students who seek YouTube for self-directed learning can freely choose from the top of the returned search list without concern. There is no evident harm in doing so. However, students need to be thoughtful when using YouTube for conceptual learning. They should use different strategies such as watching multiple videos, selecting videos with higher viewer ratings, or watching videos with related procedural knowledge to support the learning of new concepts.
... Raikos and Waidyasekara (2013) found that students follow the videos when they are easy to interpret during their learning process. In addition, Chtouki, Harroud, Khalidi, & Bennani (2012) proposed that students easily comprehend and recall the complex concepts when they are studied with videos which have visual explanations. It can be interpreted that the facilities of YouTube, like having easily understandable videos, including visual representations, also make university students use YouTube for learning. ...
... On the other hand, Chtouki, Harroud, Khalidi, and Bennani (2012) in their study found that YouTube videos had been a useful learning source and enhance the learning experience of students. Two groups of students were introduced to the traditional learn-ing methods however one of the groups was additionally provided with YouTube videos. ...
Research is getting enormously important to compete with rival institutes for ranking, financial funding, students enrollment. However, there still exist numerous gaps in our understanding of creating a knowledge generating environment that will produce superior quality research. With the initiation of web 2.0 technology, a model of social networking sites has become increasingly famous. With ever increasing popularity, these social media have been used by researchers and academicians as well to enrich the learning outcome and academic performance. However, OSNS have been a debatable topic in academia with its impact on the academic performance of the students. In this study, the impact of OSNS is investigated on the research performance of students in Pakistan. The survey questionnaire technique is used to gather the data from a sample of 212 research students. And to testify the hypothesis, factor analysis and regression analysis technique are used. The results showed a contradiction in the perception and behavior of the research students. Perceived usefulness of OSNS, information quality and media sharing via OSNS have proved to have a positive impact on the researcher's performance whereas collaboration has a negative impact; perceived behavior and facilitation support have an insignificant impact on researcher's performance. It is suggested to the researcher and supervisor both to consider the implication of OSNS in research work for better research output.
... Compared to textual information, the visuals and videos are more intuitive and straightforward for Chinese students. from all over the world; it is also used by some educators to circulate knowledge in a more intuitive and simplified way (Chtouki et al., 2012). For ...
The Digital Age, marked by the prevalent usage of digital technologies and explosion of digital information, has changed the way we communicate and interact with information, and prompts us to think about how it is influencing and transforming user experience with and within academic libraries. For academic libraries whilst their relationships with users may have shifted so too have their audiences. Internationalisation in higher education (HE) institutions has brought greater student diversity and requirements that should be understood to improve student experience and satisfaction. At the heart of HE, academic libraries serve a significant role in students’ learning and researching and their experience in the academic library constitutes an essential part of the learning experience. Within an interpretive paradigm, this thesis explores how international Chinese students experience the UK academic library in the Digital Age. Mixed methods research was conducted with a largely qualitative stance to explore the complexity of library user experience and to investigate library service delivery in order to enhance the future library user experience design. Library log analysis investigated what students do in the academic library through looking into their information seeking behaviour; cognitive mapping and semi-structured interviews were used to examine how students think and feel about the academic library by probing into their user experience. Demonstrating the complexity and multi-layered characteristics of context, this thesis proposed separating contexts to analyse and understand students’ library experience in distinct contexts. The findings developed an original framework theory of ‘context-perception-sense-making’ to depict a holistic picture of students’ library experience, identifying two vital elements, context and perception, which trigger, shape and alter students’ library experience. This thesis brings together the essential components of information seeking behaviour and user experience into the context of the academic library and defines students’ relationships with and within the library in new ways.
... YouTube was confirmed as a possible source for academic learning by Moghavvemi et al. [76] in the case of relevant content, being associated with the development of critical thinking if effectively used (i.e., ensuring the ability of students through teachers' guidance to critically evaluate the specific resources) [77]. A positive impact of YouTube usage in education on students' learning outcomes and satisfaction was confirmed by Orus et al. [78], a fact partially explainable by the preference of students to watch short videos instead of orienting themselves towards contextual content [79]; these findings were also confirmed by our quantitative research. ...
The COVID-19 pandemic forced many universities to close doors and keep students completely online—a phenomenon that raised unprecedented challenges with lessons learned that should be integrated into future educational knowledge management strategies and practices. Special attention should be given to students’ learning habits. This paper presents the results of a semi-systematic literature review on the research problem and a survey of a sample of business students regarding their learning habits and preferences. Learnings of the research can be useful for the transition to an entirely online distance education, integrated in the framework of knowledge management strategies regarding e-learning in universities. The primary quantitative research was conducted before the start of the lockdown, and the results give useful insights that can be translated into mandatory elements for any strategy designed to assure a smooth and effective passage from in-class education to online teaching and learning. Students’ pre-epidemic learning habits, their use of communication tools and their preferences for solutions usable in distance education, with a special focus on gender and education level, have been investigated. Results are correlated in the paper with possible knowledge management strategies in universities as part of an approach with both academic and practical implications.
Online platforms have helped resume teaching and learning, and their effectiveness
and impacts have become a center of the research agenda at the higher education
institutions across the world. Because of the COVID -19 restrictions, Build Bright
University, Cambodia, started using Microsoft Team (MT) as a platform to teach to
the students online for the first time with the support of Microsoft company in July
2020. In order to assess the effect of online teaching and learning in the university,
views of 116 teachers and 528 students in the first phase survey conducted in July
2020, i.e., the time of introduction of MT, and 146 teachers and 1013 students in the
second phase survey conducted in July 2011, i.e., one year after the introduction of
MT in the university, were taken into account. For this, eleven teaching and learning
performance indicators for teachers and sixteen indicators for students were
considered. Likert Scale was used to quantify the views of the respondents for each
indicator, such as one (1) being strongly disagreed, two (2) disagreed, three (3)
neutral, four (4) agreed, and five (5) strongly agreed. Performance index for each
indicator has been calculated, and Chi-square test has been used to know the
significance of change of each indicator between the two time periods. The results
showed that there were significant improvements in the teaching and learning
performance of teachers with regard to the performance indicators ‘online teaching is the need in the present growing technology world’ and ‘online teaching helps the
students to do individual assignments’ between the time periods. For the indicators
‘online teaching helps the teacher to interact with the students online’ and ‘online
teaching helps the teacher to teach and manage the class without much difficulty,’
significant declines were found. But significant improvements were observed between the two time periods in case of all the sixteen indicators meant for the students. The online teaching and learning activities through MT had benefited both the teachers and the students, but the students were found to have more benefits compared to the teachers. The matter of concern is that, for a large number of performance indicators,the index values were found to less than four. So, the management should look to this issue, and take appropriate steps to improve online teaching and learning performance in the university. Further, in order to have better interaction between the teachers and the students, and improvement in teaching and classroom management, blended system of learning, and conduction of seminars and workshops in the fields of study can be considered by the university authority.
Digitalne platforme so močno vpletene v različne družbene dejavnosti, zaradi česar so postale središče razprav o številnih pravnih vprašanjih, ki so z njihovim delovanjem povezana. Publikacija obravnava številne pravne in ekonomske izzive, s katerimi se soočajo deležniki na digitalnem trgu, pri čemer posebno pozornost posveča največjim digitalnim platformam oziroma njihovim upravljavcem, t. i. digitalnim vratarjem. Ukvarja se s konceptom vratarjev in zahtevami interoperabilnosti po Aktu o digitalnih trgih ter širših pravnih in ekonomskih posledicah tega, s položajem velikih jezikovnih modelov in storitev, povezanih z generativno umetno inteligenco, in vplivu digitalnih platform na izobraževanje. Nadalje analizira pomanjkljivosti upravljanja politike varstva konkurence na digitalnih trgih s pravnega, upravljavskega in informacijskega vidika ter obravnava paradoks zasebnosti glede ravnotežja med digitalnim udobjem in varstvom pravice do zasebnosti. Poseben poudarek je namenjen tudi izzivom na področju prava intelektualne lastnine, kjer se izpostavlja njihova odgovornost zaradi kršitev avtorskih pravic in znamk.
Media sosial memainkan peran penting dalam kehidupan masyarakat, termasuk dalam menyebarkan informasi kepada komunitas lokal. Kelompok Informasi Masyarakat (KIM) di Desa Beji, Gunungkidul, berfungsi untuk mengelola dan mendistribusikan informasi penting kepada masyarakat setempat, dengan tujuan meningkatkan partisipasi warga dalam pembangunan desa. Meskipun demikian, pemahaman masyarakat mengenai KIM masih terbatas, termasuk terkait dengan tugas dan fungsinya. Untuk mengoptimalkan peran KIM, Tim KKN-PPM UGM Periode I/2024 Sub-Unit Desa Beji mengadakan intervensi melalui pembuatan akun media sosial untuk masing-masing padukuhan dan sosialisasi mengenai pengelolaan media sosial. Penelitian ini menggunakan pendekatan kualitatif dengan metode observasi dan wawancara untuk mengukur efektivitas sosialisasi dan implementasi media sosial di KIM Desa Beji. Kegiatan ini diharapkan dapat meningkatkan pemahaman anggota KIM tentang tugas, fungsi, serta strategi pengelolaan media sosial yang efektif. Dengan adanya pemahaman yang lebih baik mengenai KIM, diharapkan informasi kebudayaan dan kegiatan desa dapat lebih mudah diakses dan disebarluaskan, serta meningkatkan partisipasi masyarakat dalam program-program desa.
The utilization of educational technologies has become a mainstream issue in recent years, particularly in the post-pandemic era. The need for technologies and the procedures for implementing them is, therefore, increasingly becoming a core subject and an interesting area of research in foreign language instruction. The present research aimed to explore the utilization of technology in teaching and learning FLT at Princess Nourah University in Saudi Arabia. The research adopted a quantitative survey study based on the data collected from 169 students using a 48-item questionnaire. The results showed that the most used technologies by students are FLT learning videos on YouTube, browsing electronic sites, and searching educational sites. The findings also revealed that the most common technologies used by teachers include e-mail, learning management systems, and gamification. The least used technologies were artificial intelligence, Boostlingo, and Kahoot, which are considered more relevant to FLT instruction [30]. For FLT students, the most challenging obstacles in utilizing technologies were a lack of training on using relevant technologies and limited electronic sites supporting FLT learning. Amongst the recommendations that the researcher highlighted based on these study findings include the fact that students must still utilize more innovative technology relevant to FLT learning, as most of this technology is considered common. All recommendations highlighted aim to develop technology-based FLT teaching and learning in the College of Languages at PNU. For research ethics purposes, the researcher achieved Approval Exempt (IRB Log # 22–0348), date: 29/May 2023.
This qualitative study explores the pedagogical strategies employed by non-professional producers of video clips to engage young learners in online education. The study investigates the use of video clips as a means to deliver educational content and develop essential life skills for pre-school children during the lockdown period. Semi-structured interviews were conducted with a sample of 17 participants including teachers, school managers and team leaders to explore the usefulness of teacher-made video clips in teaching young Vietnamese learners during the nation-wide lockdown period in Vietnam. The obtained data were interpreted based on the Meaningful Learning Framework (Karppinen in AACE Rev 13(3), 233–250 [1]). The findings highlight the importance of maintaining direct and indirect communication with young learners through technology, including livestream activities and regular interactions with parents. Collaborative activities between teachers and parents are also identified as effective in fostering children's engagement in learning. Furthermore, findings reveal the role of parental assistance in enhancing children's attention and comprehension of online lessons. The outcomes of this study provide valuable insights for educators and curriculum designers seeking to optimize the use of digital resources in remote learning environments.
The study mainly investigated teachers' intention to adopt and integrate tablets into pedagogical practices especially in the 21st century classroom. The study engages empirical findings and theoretical reviews. Data collection was done through the aid of existing data from books, journals, academic papers, and scholarly websites. It was found that mobile learning helps empower learners to learn from the comfort of the room through adequate access to the internet as well as mobile phones. Teachers' intention to adopt tablets for pedagogical activities are ease of use; teachers' attitude and knowledge of mobile learning among others. The factors mitigating the effectiveness of tablets for learning are the attitude of educational stakeholders towards technology; inadequate training for teachers to use emerging technology among others. It was recommended that there should be an increase in awareness and knowledge of the use of tablets for learning.
The agricultural industry has been impacted by the recent surge in the utilization of social media. The aforementioned phenomenon could potentially be elucidated by the convenience afforded to users by social media platforms in disseminating and proliferating information and various forms of content among themselves. The present study aims to investigate the involvement of agricultural producers, organizations, and governments in the dissemination of information within virtual communities. This study employs different methodologies, including content analysis, word co-occurrence analysis, and sentiment analysis, to conduct a comprehensive analysis of YouTube data. The analysis of user-generated videos on YouTube has provided insights into the discourse surrounding the utilization of technology in the agricultural sector. The research reveals that social media platforms play a significant role in facilitating communication and information exchange within the farming community. Additionally, the study indicates that the utilization of analytics on YouTube yields significant outcomes regarding the characteristics and inclinations of engagement and dissemination of information in the digital realm. Furthermore, the study highlights various constraints and impediments pertaining to YouTube analytics and proposes potential avenues for future research.
Background:
YouTube is considered one of the most popular sources of information among college students.
Objective:
This study aimed to explore the use of YouTube as a pathology learning tool and its relationship with pathology scores among medical students at Jordanian public universities.
Methods:
This cross-sectional, questionnaire-based study included second-year to sixth-year medical students from 6 schools of medicine in Jordan. The questionnaire was distributed among the students using social platforms over a period of 2 months extending from August 2022 to October 2022. The questionnaire included 6 attributes. The first section collected demographic data, and the second section investigated the general use of YouTube and recorded material. The remaining 4 sections targeted the participants who used YouTube to learn pathology including using YouTube for pathology-related content.
Results:
As of October 2022, 699 students were enrolled in the study. More than 60% (422/699, 60.4%) of the participants were women, and approximately 50% (354/699, 50.6%) were second-year students. The results showed that 96.5% (675/699) of medical students in Jordan were using YouTube in general and 89.1% (623/699) were using it as a source of general information. YouTube use was associated with good and very good scores among the users. In addition, 82.3% (575/699) of medical students in Jordan used YouTube as a learning tool for pathology in particular. These students achieved high scores, with 428 of 699 (61.2%) students scoring above 70%. Most participants (484/699, 69.2%) reported that lectures on YouTube were more interesting than classic teaching and the lectures could enhance the quality of learning (533/699, 76.3%). Studying via YouTube videos was associated with higher odds (odds ratio [OR] 3.86, 95% CI 1.33-11.18) and lower odds (OR 0.27, 95% CI 0.09-0.8) of achieving higher scores in the central nervous system and peripheral nervous system courses, respectively. Watching pathology lectures on YouTube was related to a better chance of attaining higher scores (OR 1.96, 95% CI 1.08-3.57). Surprisingly, spending more time watching pathology videos on YouTube while studying for examinations corresponded with lower performance, with an OR of 0.46 (95% CI 0.26-0.82).
Conclusions:
YouTube may play a role in enhancing pathology learning, and aiding in understanding, memorization, recalling information, and obtaining higher scores. Many medical students in Jordan have positive attitudes toward using YouTube as a supplementary pathology learning tool. Based on this, it is recommended that pathology instructors should explore the use of YouTube and other emerging educational tools as potential supplementary learning resources.
YouTube offers an intuitive addition in the scheme of modern learning environments as it offers highly informative and quality videos free of cost. Nowadays, increasingly educators all over the world are integrating into educational systems, especially online education. YouTube holds the promise of making the learning process enriching and effective. It has been proved time and again that engagement and retention rates have increased to boost the overall effectiveness of a lecture or course. The present research concentrated on empirically understanding and analyzing the perceptions of students towards you tube learning as one best learning tool. The interest and intension of the research is-to study the usefulness, methods of utilization and negative effects towards students' group. Convenience sampling adopted to collect data from 155 respondents who are users and beneficiaries of you tube learning. A five-point Likert scale was used to assess the YouTuber's perception about the usefulness and negative effects of the learners. Descriptive statistics, independent samples t-test, and one-way ANOVA was used to assess the collected data. It has been found from the study that place of the origin and useful perception having significant relationship. There is a significant difference between the origin place and the negative effects of utilization as perceived by YouTube learners.
Electronic learning offers various learning methodologies through leveraging the Internet and computer network across the globe. This technological incorporation in education has enabled students to learn in different styles altogether by making the process more comfortable and empowering educators by developing automation tools to create content and effective teaching. Many prevalent platforms provide electronic learning functionality, but they haven’t adopted any strategy for making the lives of content creators easy. Learning such technologies for content creation is cumbersome and discourages people from teaching online who first need to have the technical know-how for these tools. In our application, iTeach is a software application that allows students to learn online by using the content from educators and instructors worldwide, making the process a breeze. The application is updated to the demands of the modern era and uses the latest and in-demand technologies.KeywordsE-learningLearning management systemEducatorsLMS comparison
The purpose of this study is to describe the evaluation of Arabic reading skills by using YouTube as an evaluation medium and to see the phenomena that arise when Youtube is used as an evaluation medium in Arabic reading skills. In this study, researchers used descriptive and analytic methods, because a lot of data were obtained from students who were learning in class by observation and interviews. The results showed that the steps in evaluating reading skills included 3 stages, the first stage was the preparation or video making, then the upload stage, and the last stage was the assessment itself. while the implications that arise when using youtube as an evaluation medium are the increased enthusiasm and motivation of students when reading Arabic, especially when they know they will publish it on youtube, students are more enthusiastic and serious in showing their speaking skills. with the use of youtube as an evaluation medium, the phenomenon of increasing student scores, almost all students get good grades, besides the videos they make can also be used as interesting, fun, and easy learning media.
This research aimed to developing mental motivation and academic achievement among students at College of Education, King Saud University, through design a digital video based on storytelling in an e-learning environment. To achieve this goal, a sample of (62) students from College of Education at King Saud University was selected. The researcher divided them into experimental group of (30) students, who studied by using digital videos which designed based on storytelling in an e-learning environment, and control group of (32) students, who studied by traditional method, both groups were enrolling in the course of “Integrating Technology in Education”. The mental motivation measurement and academic achievement test were used as well as T-test for analyzing the research data. This research found the effectiveness of using digital video in an e-learning environment based on storytelling in developing mental motivation and academic achievement among students at College of Education, King Saud University.
Yükseköğretimde Öğrenme Yönetim Sistemleri (ÖYS) her geçen gün önemini artırmaktadır. ÖYS’ler uzaktan eğitim sürecinde öğrencilerin ve öğretim elemanlarının asenkron olarak bir araya geldikleri ortamların oluşmasında faydalanılan alanlardır. Bu çalışmanın amacı yükseköğretimde yer alan üniversitelerin veya uzaktan eğitim kurumlarının ÖYS seçim kriterlerinin oluşturulmasının sağlanmasıdır. Çalışma nitel bir durum çalışması olarak desenlenmiştir. Bu durum çalışmasında yükseköğretimde görev yapmakta olan uzman profesyoneller ile gerçekleşen görüşmelerin ardından AHP (Analitik Hiyerarşi Süreci) ile süreç organize edilmiştir. Veri toplama bağlamında uzman profesyonellere alanyazın destekli kriter havuzu sunulmuştur. Uzman görüşlerinin beraberinde kriter havuzu nihai halini almıştır. Bu sürecin ardından hazırlanan kriter havuzu farklı bir uzman grubu ile değerlendirilerek kriterlerin kriter ağırlıklarının oluşturulması sağlanmıştır. Çalışmanın sonucunda 6 ana kriterin ve 42 alt kriterin kriter ağırlıkları ortaya çıkmıştır. Ana kriterler ve ağırlıklarının sırasıyla; Ölçme ve değerlendirme boyutu (0,295), iletişim boyutu (0,254), içerik boyutu (0,159), topluluk oluşturma boyutu (0,140), teknoloji boyutu (0,098) ve maliyet boyutu (0,055) olduğu tespit edilmiştir. Çalışmadaki alt kriterlerin alanyazındaki diğer birçok çalışma ile desteklenir olması, sunulan bu kriter havuzunun ÖYS seçim kriterleri bağlamında kullanılabilirliğini gözler önüne sermiştir.
Web 2.0 applications, such as the popular YouTube™ online video network, may enhance health care students' learning and retention while providing connections with peers and faculty. Today's students are consumers of popular social networking tools, such as "Facebook" and "MySpace," as well as the personal video sharing site, YouTube™. Furthermore, novel cellular 1 phones, such as Apple Computer's© iPhone and the innovative Palm phone, have the capacity to i show You Tube videos, which are now literally a "touch" away from viewing. The authors set out to I explain Web 2.0 applications and the impact on health care students' education, social networking, collaboration, needs, and wants in today's busy learning and working environments.
Social media allows individuals and businesses to contribute contents for public viewing. However, little is known about the underlying incentives that why content providers derive utilities from such activities. In this study, we build a dynamic structural model to recover the utility function for content providers. Our model distinguishes short-term payoffs based on ad revenue sharing from long-term payoffs driven by content providers' reputation. The model was estimated using a panel data of 914 top 1000 video providers on You Tube from Jun 7th, 2010, to Aug 7th, 2011 since top providers are more likely to be encouraged by these incentives. Our results show that video providers value incremental subscribers as much as incremental video views. We also find that top providers' reputation is influenced more by accumulative subscribers than by accumulative video views.
Automatic categorization of videos in a Web-scale un- constrained collection such as YouTube is a challenging task. A key issue is how to build an effective training set in the presence of missing, sparse or noisy labels. We propose to achieve this by first manually creating a small labeled set and then extending it using additional sources such as related videos, searched videos, and text-based webpages. The data from such disparate sources has different proper- ties and labeling quality, and thus fusing them in a coherent fashion is another practical challenge. We propose a fusion framework in which each data source is first combined with the manually-labeled set independently. Then, using the hi- erarchical taxonomy of the categories, a Conditional Ran- dom Field (CRF) based fusion strategy is designed. Based on the final fused classifier, category labels are predicted for the new videos. Extensive experiments on about 80K videos from 29 most frequent categories in YouTube show the effectiveness of the proposed method for categorizing large-scale wild Web videos 1 .
Minimal information is available in the literature addressing video sharing in nursing education. Using multiple examples, the authors discuss the use of YouTube, a popular video-sharing and social networking site. YouTube is used to illustrate theoretical content, involve students, and inspire innovative teaching methods. Faculty can use this technology to stimulate student discussions, share information, and create a learning community. YouTube stimulates active learning and brings new relevance and applications to nursing curriculum.
Professor Uses High-Tech Tools to Make Case for Importance of Reading; The Chronicle of higher education
- R Young
R.Young "Professor Uses High-Tech Tools to Make Case for
Importance of Reading; The Chronicle of higher education"; March 14,
2011.
About evaluating student performance
- Bacon From Horejsi
- C R Garthwait