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149
Rethinking Educational Video Production: Insights for
Improving Academic Relevance on YouTube
Himendra Balalle
National Institute of Business Management, Sri Lanka
Correspondence: E-mail: himendra@nibm.lk
A B S T R A C T
A R T I C L E I N F O
This research aims to investigate what the influential factors
are in creating videos to give a clear idea about educational
video creators. Four influencing factors were identified for
this research: clarity of YouTube videos, content,
attractiveness, and understanding levels. The conceptual
framework was developed, and a structured questionnaire
was prepared. Ninety-two undergraduate university
students in Sri Lanka were selected as a sample. A correlation
was calculated between influencing factors and the
academic achievement of the students. Hypothesis testing is
done by calculating R2 and the model summary. The
influencing factor level and its impact were discussed. Since
the research was done from students’ perspectives, these
findings help teachers in the higher education sector when
they create their videos for educational purposes. The
findings reveal that current YouTube videos are not well
supported in achieving the academic goals of students.
However, YouTube provides a great opportunity for students
to learn about the subject from experts in the field. YouTube
provides the ability to watch the video with several
functions, such as rewinding, pausing, and replaying. This will
help students obtain a better understanding of difficult
subject areas. Therefore, YouTube educational video
creators need to consider how to enhance the academic
quality of video production and provide support for students
to achieve their academic goals.
© 2024 Universitas Pendidikan Indonesia
Article History:
Submitted/Received 03 May 2024
First Revised 16 Jun 2024
Accepted 22 Aug 2024
First Available online 23 Aug 2024
Publication Date 01 Sep 2024
____________________
Keyword:
Academic achievement,
Communication technologies,
Online learning,
Social media,
Video content,
Video production.
Indonesian Journal of
Teaching in Science
Journal homepage: http://ejournal.upi.edu/index.php/ IJOTIS/
Indonesian Journal of Teaching in Science 4(2) (2024) 149-164
IJOTIS
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1. INTRODUCTION
Globalization provides opportunities for higher education students to concentrate on
information and communication technologies (ICTs). The internet is useful for doing rapid
information searches and helping students with their academic work (Omekwu et al., 2014;
Savolainen, 1999; Brophy & Bawden, 2005). It also enabled students to communicate with
one another from various locations at the same time, sharing ideas and information. The
internet is the primary information and communication technology that has resulted in a
global dramatic transformation in the information landscape. When incorporating one
student’s own learning experience with other students into problem-solving procedures,
students might acquire multiple views on a particular problem. Internet-based learning may
help students to connect, share knowledge, and solve problems.
The objective of this study is to provide better knowledge for YouTube video makers to
engage more students in video learning. Better video content, in particular, may encourage
viewers to watch and comprehend instructive videos. Unlike entertainment videos, if
instructional videos are not appealing to the viewer, they will not be compelled to watch
them. As a result, instructional video designers should go above and beyond to make their
videos more appealing by considering a variety of factors. This study focuses on numerous
elements from the perspective of students to improve video quality and attract more students
to learn.
2. LITERATURE REVIEW
2.1. History of Video Learning
Even in recent decades, videos have been more engaging and effective in capturing
students' attention than other available media (Caudron, 1997; Salomon, 1984). Compared
to other types of technology, most individuals feel that viewing videos is far more entertaining
(Fulk et al., 1995). Videos have a significant influence on the brain and senses of humans. The
availability of online and offline solutions, such as downloads and CDs, enables repeated
watching of videos. There are no restrictions on the number of times a video can be watched
or the material with which it may be blended (Bonk, 2011). From a practical educational
perspective, it is not possible to explain how teachers and learners select quality YouTube
videos from a large number of online resources. The popularity of a YouTube video is
measured by the number of views, comments, likes, and ratings. However, there is a question
of whether the above features are truly core-related to the inside content and educational
quality of the video (Bitzenbauer et al., 2023).
Traditional classes may benefit from using internet video materials and resources (Bonk,
2011). Tan and Pearce's (2011) research revealed that employing films in the classroom was
an effective method for piquing students' attention and enhancing their understanding. The
benefits would include a broader diversity of opinions on themes, a variety of presentation
forms, and a greater availability of demonstrative examples. Additionally, the question pool
was drastically lowered as students' self-learning abilities increased (Bravo et al., 2011).
The desire for change and innovation in the delivery of higher education is increasing.
Technology for exchanging and disseminating ideas and information has become a
fundamental aspect of the educational process. Students make efficient use of the most
effective kinds of educational technology. Modern technology may make a difference in two
ways: by motivating students and by facilitating the distribution of information. Additionally,
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educational videos give quicker explanations than spoken or written formats (Henderson et
al., 2015).
2.2. Emergence of YouTube as an Educational Tool
The advancement of information and communication technology was transformed into the
required resources for development and unlimited opportunities in the ICT sector (Nagy &
Bernschütz 2016), Furthermore, with the rapid progress of software developments, the
potential to create, modify, and distribute video content at the university level has risen.
People may obtain information on subjects ranging from mathematics to politics from videos,
especially on YouTube. Therefore, video learning is revolutionizing the world's education
system daily. Srinivasacharlu (2020) explained that teachers can use YouTube for better
explanations of theoretical content such as concepts, processes, procedures, etc.
Additionally, YouTube can display charts and graphs accurately. Even for training teachers,
YouTube helps them comprehend and understand complex theories simply. Senior teachers
should support junior teachers in accessing quality videos that match the learning outcomes.
Video creators, who may be teachers, or anyone engaged in video production, should deliver
quality videos by illustrating educational materials professionally and ethically (Mohamed et
al., 2023).
Sharma and Sharma (2021) mentioned that the human brain may process pictures 60,000
times quicker than words, and 90% of visual information is conveyed to the brain. Studies
have demonstrated the significant role of YouTube as an educational tool, as it serves as a
global link between teachers, students, and researchers. It provides captivating content,
enhancing the creativity and memorability of education.
Individuals visit YouTube every day to discover something new. They are utilizing YouTube
to improve their lives with fresh knowledge, whether for academic assignments, learning a
foreign language, or pursuing an alternative vocation. Most people tend to visit YouTube to
get today’s news updates. All media stations started the YouTube channel by emphasizing the
importance of online streaming. YouTube boosts creativity by making ideas and concepts
available worldwide, breaking geographical boundaries.
Today's university students view more material on the Internet than on any other media.
As a result, employing any of these media, particularly YouTube, is an excellent strategy not
only to contact students but also to attract their attention and interest while enhancing
academic content retention. An essential factor to consider is that all videos must match the
intended learning outcome of the course. Since YouTube is freely available and accessible,
students can use it in negative ways; therefore, instructors must supervise and list out the
necessary educational videos for the students to watch (Abdullah et al., 2023).
It is common knowledge that online learning through videos is an engaging learning
approach. Online learning provides an attractive background for studies, increases knowledge
transfer, makes complicated subject matters easier to understand, and helps increase self-
understanding levels.
2.3. Impact of YouTube on Education
YouTube was accessible for teachers and students to utilize successfully inside and outside
of the classroom to assist students in learning, generate class debates, and accomplish
learning objectives. Many institutions have YouTube accounts where students may watch
lecture recordings (Sherer & Shea 2011).
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YouTube videos can be used in the classroom, underscoring the site's potential educational
uses. They may be used to get students enthused about learning something new at the start
of a course, as a visual aid during teaching, or as a summary at the conclusion to reinforce
essential topics (Jones & Cuthrell 2011). YouTube videos may also be utilized in the classroom
as a teaching aid. The video may be used as a springboard for further discussion and activities.
There are a large number of educational videos available on YouTube, which provides
unlimited opportunities for online learning. Additionally, YouTube provides an opportunity to
learn outside of the classroom, and a significant number of students have been using YouTube
for their educational purposes. In terms of learner engagement, learner engagement in
YouTube educational videos is limited (Shen, 2023).
YouTube provides students, educators, and professionals in qualitative research with a
collection of films that highlight the principles of fundamental qualitative research, the data
via interviews rare and field observations, and the exhibition of finished research projects.
Additionally, qualitative researchers may examine the resources of others and contribute
their own (Zhang et al., 2022).
2.4. Advantages of Video Learning
The main advantage of video learning is that students are enjoyable to watch, and students
can see as many times as they desire. Therefore, video learning platforms such as YouTube
may provide many opportunities to enhance and create videos according to the course
content. The use of YouTube videos as a tool in the learning process has great benefits for
students and has a positive impact on their studies (Wahyuni & Utami 2021). Instructional
videos are readily accessible to the general population because of low-cost internet and video
content makers. At the college level, the capacity to make, edit, and distribute videos has
grown in lockstep with the exponential rise of computers and software (Kay & Kletskin, 2012).
The advantages of using video as a teaching medium have been thoroughly researched and
shown (Rajadell & Garzón, 2017; Gaspich & Han, 2024). There is a vast range of topics
available, from mathematics to politics. The growth of online video courses is transforming
education across the world.
2.5. Transition to MOOCs and Online Learning Platforms
Because of the growing acceptance of social media platforms that help users readily share
their ideas, experiences, views, and material during the past decade, the online world has
undergone a fast transition. Videos are used as learning materials in massive open online
courses (Tzeng et al., 2023). YouTube was the most popular platform for creating and sharing
videos on the internet (Cheng et al., 2008). Massive open online courses, for instance,
MOOCs, Coursera, EdX, Udacity, and Udemy, have developed as a dominant trend in higher
education in recent years. These digital classrooms provide free, unrestricted access to high-
quality instructional Videos (Baturay, 2015). Videos were commonly acknowledged as an
effective tool for Internet education. As a result, the usage of video-based instructional
websites has grown among today's students. When considering the potential factors that
influence student learning on YouTube, it is important to consider the theories and models of
technology and their adoption in the new educational landscape (Bardakcı, 2019).
2.6. Utilization of YouTube in Specific Disciplines
Students in nursing courses included various kinds of modules for learning at the
undergraduate level and used YouTube’s numerous resources for teaching and learning
activities. Clifton and Mann (2011) both agreed that "YouTube Fridays" was a fresh concept
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created by engineering lectures that have a substantial influence on students' learning
patterns and their capacities to cope with and solve real-world issues in the context of
thermodynamics. Interdisciplinary research (Mitra et al., 2010) found that YouTube Fridays
helped students increase their conceptual grasp of engineering thermodynamics by
responding to both subject-related and open-ended questions using YouTube videos.
Teaching biochemistry and organic chemistry using a mix of PowerPoint programs and
YouTube videos may aid students in making connections and interacting with essential
concepts and ideas even after the lesson has concluded. YouTube videos in nonscience
majors' science lectures to determine their influence. Students found these YouTube videos
useful for gaining an early comprehension of concepts and ideas; nevertheless, they had
difficulties with the printing process and continued to envision simplistic forms even after
overcoming these barriers (Liberatore et al. 2012; Bonk 2011).
Nonscience majors reported and rated that YouTube students had a greater degree of
comprehension. These videos provided a fantastic learning model and analog for theoretical
hurdles that would have been impossible to visualize. In this research, students viewed
YouTube videos to improve their test recollection, cater to their own intrinsic and extrinsic
values, interests, and amusement, and assist those students who had not declared a major in
narrowing their studies' breadth and focusing on the areas they needed to know the most.
After seeing the microteaching video on YouTube, the succeeding instructors committed to
meaningful conversation and collaborative effort (Eick & King, 2012).
2.7. The influence of Video Content Quality on Learning
The variation identified between professional and nonprofessional video clips concerning
the main video features recommends that both types of videos can fulfill different objectives
(Semet 2023). Nonprofessional videos remained more viewer-oriented, and shorter, and
ensured more comments, while professional videos existed lengthier and had higher quality
and consistency. The findings of this study indicated that nonprofessional videos might be a
helpful tool for teaching and educating patients, while professional videos have provided a
better source of knowledge for healthcare professionals. Seventeen percent of videos were
of inferior quality, and YouTube videos developed in the healthcare sector should be
monitored and controlled (Hakyemez & Ali, 2023).
Since anyone can create a YouTube account and upload a video, the quality of the
information is questionable. The quality of information on disseminated platforms should be
a growing concern among academics. Several students were impressed by the quality of the
information on YouTube channels. The accuracy of content and credibility are crucial factors
in making accurate videos on YouTube. Since the number of viewers on the channel generates
income for YouTubers, there is a competition to produce more videos (Roy, 2023).
2.8. Purpose of the Present Study
Social media is one of the best platforms on the internet to interact with colleagues, and it
has permeated every aspect of society. Social media, especially YouTube, provides new
opportunities for academics to disseminate their work. YouTube provides updates and
information about everything. However, there are only a few studies on how this can be
applied in education. Bataineh (2010) surveyed 760 students who studied English language
and literature majors at the University of Jordan to investigate the influence of video
consumption on non-linguistic skills for English language students in higher education. The
researcher focused on recognizing nonverbal clues such as gestures, facial expressions, and
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signs in a sample of 35 students. After two months, both groups were given a post-exam, and
the experimental group fared much better. Savas et al., (2012) performed research with a
sample of forty male and female students in their third year of undergraduate study at a
public university in Turkey to investigate the impact of video usage in teacher training courses.
The outcomes of the research validated the benefit of employing films in the classroom since
they helped participants increase both their personal English proficiency and their ability to
teach the language to others.
Furthermore, Alwagait et al. (2015) discussed how social media can be used for individual
learning. Rapp et al. (2016) discussed YouTube applications in English literature courses. The
limited empirical evidence on the usage of video in education (Greeves & Oz, 2024). Since
education is the area that is most impacted by social media today, this study was conducted
to reveal how YouTube videos can be prepared productively for teaching and learning
processes in higher educational institutes.
3. METHODS
3.1. Procedure
This study used a quantitative method (Figure 1). A quantitative analysis is often used
when a researcher wants to comprehend an event or a procedure, which might be useful if
the objective of a study is to quantify the demand for education in the community. As its
purpose was to clarify technology-related conditions, technology-integrated learning, such as
YouTube videos, must be tied to course goals. Such research would be assisted by a
quantitative study.
Figure. 1 The proposed conceptual framework (Own elaboration, 2023).
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The conceptual framework in Figure 3 indicates the relationship between outcome and
predictive variables. In this research, we used predictive variables such as the video's clarity,
content, attractiveness, and understanding levels. The outcome variable is the degree to
which these YouTube videos improve students' academic achievement. Alternative (HA) and
null (H0) hypotheses were developed to check the relationship between the variables. The
alternative hypothesis is accepted when HA:p > 0, and the null hypothesis is accepted when
Ho: p = 0 or Ho: p < 0.
The survey method is used to obtain empirical data unavailable via conventional study. A
survey is a research method that collects data from respondents using a questionnaire. A
survey is a compilation of questions and answer categories.
In the research, respondents were questioned about the indicators in the conceptual
framework. Without establishing the criteria, it cannot begin collecting data and creating
surveys. Five-point Likert scale questions require respondents to choose their level of
agreement or disagreement on a continuum ranging from "Strongly Agree" to "Strongly
Disagree," for instance (Joshi et al., 2015). Without offering a "yes" or "no" answer, a
psychologist devised this kind of inquiry to assess the respondents' sentiments. Thirty
questions were included in the questionnaire. A Google Form questionnaire was produced
and sent to the specified target audience. The collected data were exported to Excel before
being entered into SPSS for analysis.
3.2. Sample
A sample is a group of cases or agents (people, organizations, and nations) having specified
common qualities that will be researched alongside those traits. A sample is a small, limited
number of individuals from the population at hand. The primary purpose of sampling is to
generalize the results, i.e., to draw broad conclusions from a small sample. How a suitable
sample is acquired, how sample cases are selected, and what size a sample must be critical
since improper sampling leads to invalid findings and analysis (Hasan Polas, 2024).
To choose a good sample for analysis, we looked at the sample's characteristics. Students
currently studying at higher education institutes were invited to participate in this research.
No student has been omitted. On the grounds of age, ethnicity, topic, or years of experience.
For this analysis, the population size was 120, the sample was 92 students, and the calculation
was performed with a confidence level of 95% and a margin of error of 5% (Taherdoost, 2016).
3.3. Reliability and Validity
The widely used method to measure internal consistency is by calculating Cronbach's alpha
(Table 1). In the scholarly literature, various analysis approaches have been developed.
Despite the range of scientific literature, Cronbach's alpha coefficient, which was developed
by Cronbach (1951) and named after the researcher who created the coefficient, is widely
used in most literature. As Cronbach's alpha coefficient, whose value is between 0 and 1,
approaches +1, it is reported that internal consistency is strong.
Table 1. Reliability Statistics- Cronbach’s Alpha.
Cronbach's Alpha
Cronbach's Alpha Based on Standardized Items
N of Items
0.900
0.901
26
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The Cronbach's alpha coefficient for this study's 36 items is 0.90 (Table 1). Consequently,
the study's data set reliability is recognized.
Validity refers to whether a measuring instrument accurately evaluates a certain behavior
or the standard it is intended to compute, as well as the device that performs the standard.
Due to the analyses, the significance and sufficiency of their analysis determine the quality of
the data acquired by the measuring device. Truth is the ability to measure what researchers
seek to observe. Validity testing, which indicates if the expressions on the scale include
evidence pertinent to the purpose of the analysis, is emphasized in this circumstance.
Durability concerns are crucial to the validation of an instrument, even if establishing its
dependability is more crucial. For accurate measurements, the measuring instrument must
properly compute its claims. Using a reliable instrument helps ensure that the acquired data
are accurate and genuine.
Using a Pearson correlation analysis (Table 2), the validity can be determined. If the
significance level Sig < 0.05 is considered valid and Sig > 0.05 is deemed invalid, the data
should be deleted from the database. For this study, the significance level for all variables is
000. As it is less than 0.05, the study's validity is considerable.
When the sample size exceeds 50, the Kolmogorov‒Smirnov test can be used (along with
a degree of freedom parameter) to test the normality. The Kolmogorov‒Smirnov statistic
accepts values of 430, 308, 200, and 219, with degrees of freedom of 7, 57, 22, and 3. In this
analysis, the p-value ranges from 0.000 (reported as p < 0.001). The data in this table come
from a normal distribution (Table 2).
Table 2. Tests of Normality- Lilliefors Significance Correction.
C004
Kolmogorov‒Smirnova
Statistic
df
Sig.
C005
1
0.430
7
0
2
0.308
57
0
3
0.200
22
0
4
0.219
3
.
4. RESULTS AND DISCUSSION
4.1. Results
The hypothesis is tested by correlation and regression between IV and DV. The first IV is
YouTube video content (YVC), and DV is the academic achievement (AA) of the students
(Table 3). H1 is that there is a significant impact of YVC on AA. YVC significantly predicted AA
F (1,88) = 26.752, p < 0.000, which indicates that the YVC can play a significant role in shaping
AA (b = 0.483, p < 0.000). These results direct the positive effect of the YVC. Moreover, R2 =
0.233 depicts that the model explains 23.3% of the variance in AA.
However, if R2 is positive, its value is too small (0.233), indicating that the relationship is
not very strong. Thus, YouTube's video material must be enhanced to assist academic work
(Alias et al., 2013). Video content comprises all media formats that include or utilize video.
Typical types of video content include animated GIFs, live videos, client endorsements,
recorded presentations, and webinars (Malaga & Koppel, 2016). Infographic videos can
significantly improve student learning (Lackmann et al., 2021). Always offer mobile-friendly
video formats. Teachers must pay greater attention to the quality of video production. A
captivating title and thumbnail will increase interest. It is recommended to provide more
informative content understandably.
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Table 3. YouTube video content.
Hypothesis
Regression
Wight
Beta
Coefficient
R2
F
p Value
Hypothesis
Supported
H1
YVC to AA
0.483
0.233
26.752
0.000
Yes
Note-* p = 0.005. YVC: YouTube Video Content, AA: Academic Achievement.
The second IV is the clarity of YouTube videos (CYV), and DV is the AA of the students (Table
4). H2 is that there is a significant impact on CYV to AA. YVC significantly predicted AA F (1,87)
= 13.8, p < 0.000, which indicates that the YVC can play a significant role in shaping AA (b =
0.370, p < 0.000). These results direct the positive effect of the YVC. Moreover, R2 = 0.137
depicts that the model explains 13.7% of the variance in AA.
Even though R2 is positive, its value remains small (0.137), suggesting that it has a weak
relationship. Video clarity influences the viewer's ability to understand video content. When
talking about the video clearly and if it is audible, viewable, and comprehended with no visual
or audio distractions, it is easy for the students to understand (Yang et al., 2022). A YouTube
video's clarity can be improved through a variety of aspects, such as excellent audio and video
quality, short and clear narration, conversation, suitable visuals, and graphics, and effectively
developing and sequencing content materials. Subtitles or Captions can also add value for
students who are visually impaired, deaf, hard of hearing, or speak English as a secondary
language. The clarity of the video is important in many ways, such as YouTube video to
communicate its desired message while engaging its viewers (Gökçeoğlu et al., 2024).
Therefore, when creating video courses for educational purposes, lecturers must pay
attention to enhancing video clarity, especially in the video production stage. Sometimes, the
teacher may require technical assistance during production, and schools must have the
appropriate technical staff and equipment to help them during video production.
Table 4. Clarity of YouTube videos.
Hypothesis
Regression
Wight
Beta
Coefficient
R2
F
p Value
Hypothesis
Supported
H2
CYV to AA
0.370
0.137
13.8
0.000
Yes
Note-* p = 0.005. CYV: Clarity of YouTube Videos. AA: Academic achievement
The 3rd IV is the attractiveness of YouTube videos (AYV), and DV is the AA of the students
(Table 5). H3 is that there is a significant impact on AYV to AA. AYV significantly predicted AA,
F (1,88) = 16.9, p < 0.000, which indicates that AYV can play a significant role in shaping AA (b
= 0.402, p < 0.000). These results direct the positive effect of the AYV. Moreover, R2 = 0.162
depicts that the model explains 16.2% of the variance in AA.
Table 5. Attractiveness of YouTube videos.
Hypothesis
Regression
Wight
Beta
Coefficient
R2
F
p Value
Hypothesis
Supported
H3
AYV to AA
0.402
0.162
16.9
0.000
Yes
Note-* p = 0.005. AYV: Attractiveness of YouTube videos. AA: Academic achievement
Although R2 is positive in H3, its value is too low (0.162), which shows that the association
between variables is weak. A YouTube video’s attractiveness is affected by various factors,
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such as the quality of the materials, the quality of the video, the runtime (Liu et al., 2023), its
title and thumbnail (Song et al., 2016), and the degree of interaction it creates.
Video Viewers prefer to watch YouTube videos containing helpful and instructional
material if included in the video. Viewers are typically engaged in films that give them
something useful and interesting, whether it is an instructional lesson or an assignment brief.
Visual appeal: A visually appealing video will attract more viewers. Excellent video, graphics,
animations, and other visual components help students understand the learning content.
Good videos may have excellent audio, and proper lighting can also be more attractive to
viewers. Poor production quality can be distracting and cause viewers to lose interest quickly.
If a viewer is interested in health, a video should provide information about good eating
habits.
Videos that appeal to the viewer's emotions, whether via humor, inspiration, or moving
tales, are more interesting to watch. Emotionally captivating materials have increased the
viewer's attachment to the video, increasing the likelihood that they may share it with others
(Burrill et al., 1994). Overall, YouTube video attractiveness is managed by the audience and
content-specific elements. Content makers can engage their target audience and help them
achieve their academic goals by producing what makes a video engaging.
The 4th IV is the understanding level of YouTube videos (UYV), and DV is the AA of the
students. H4 is that there is a significant impact of UYV on AA (Table 6). UYV significantly
predicted AA, F (1,88) = 32.5, p < 0.000, which indicates that UYV can play a significant role in
shaping AA (b = 0.520, p < 0.000). These results direct the positive effect of the AYV.
Moreover, R2 = .270 depicts that the model explains 52.2% of the variance in AA.
Table 6. Understanding level of YouTube videos.
Hypothesis
Regression
Wight
Beta
Coefficient
R2
F
p Value
Hypothesis
Supported
H4
UY to AA
0.520
0.270
32.5
0.000
Yes
Note-* p = 0.005. UYV: Understanding the level of YouTube videos. AA: Academic
achievement.
Although if R2 is positive in H4, its value is too small (0.270), it shows that the relationship
is not very strong between variables. Students' degrees of understanding may vary based on
variables such as age, prior knowledge, learning style, and cognitive abilities. By using several
instruction methods, such as hands-on activities, real-world examples, and discussions,
teachers may help students gain a transferable understanding of the subject (Rajadell &
Garriga-Garzón, 2017). In addition, teachers may provide an opportunity for students to
implement and practice the knowledge received and provide suitable feedback that facilitates
the growth of a deeper understanding of a particular subject.
The level of understanding of YouTube videos may depend on several factors, such as the
topic's complexity in the video, the intended audience, the presenter's communication clarity,
and the viewer's degree of prior knowledge and expertise.
Some YouTube videos may have prepared for a broad audience, while others may target a
specific audience with specific background knowledge or technical expertise. Videos intended
for educational or instructional purposes may be more organized and transparent, whereas
those designed for entertainment or humor may be less informative or clear. Students who
previously watched entertainment videos may be hesitant to view educational videos.
Therefore, video content creators must identify their target audience before creating a
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YouTube video; otherwise, students will not achieve their objectives. However, peer groups
influence their members (Kohler & Dietrich, 2021).
Video length, the use of visual aids, and the presenter's ability and manner will affect the
degree of comprehension of YouTube videos. The degree of comprehension of a YouTube
video can ultimately depend on the viewer's ability to understand and engage in the subject
matter.
4.2. Discussion
This study addresses how YouTube video content needs to be created and how it helps
students’ academic achievement. The major literature, which has been conducted in a similar
context, verifies that YouTube videos were more engaging and effective in capturing students’
attention. The long YouTube videos caused neck pain in the students; therefore, making short
videos is advisable to minimize health issues (Zhang et al., 2022). As a result of this, within a
short period of video time, the lecturer should organize the content properly to give
maximum output to the students (Liu et al., 2023).
Most videos were uploaded by non-academic content developers, and there was no proper
peer review process conducted. The low quality and unproductive, misleading information
are included in the majority of videos (Uzel et al., 2023). Therefore, YVC is a very important
factor from an educational perspective. The results show that YouTube video content and
academic achievement have a significant relationship, and the model explains R2 = 0.233 of
the variability in AA.
Video clarity and sound quality improved the overall rating of the video. The low lighting
conditions and camera angles made a difference for the high-clarity videos (Öztürk,2023). The
second variable in this research, the clarity of YouTube videos (CYV) and AA had an R2 = 0.137
relationship, where the clarity of YouTube was not fully satisfied at the expected level of the
students.
Most students agreed that the attractiveness of YouTube encouraged them to study
during the COVID-19 pandemic (Sofiana et al., 2023). Students can watch and listen at the
same time and get a better understanding of learning content at any time. The attractiveness
of YouTube videos (AYV) has a significant impact on academic achievement. However, the
small value (R2 = 0.162) indicates that the relationship is not very strong in the video watched
by the students who participated in this research.
YouTube has provided peer-to-peer learning collaboration, which enhances the
understanding level of the viewers. The visuals in the YouTube video provided a better
understanding for the students. YouTube provides immense support for learners by providing
diverse learning content to help them understand complex content (Rigdel et al., 2023). The
understanding level of YouTube (UYV) Videos indicates a positive relationship in this study;
however, a small value indicates a weak relationship (R2 = 0.27). Overall, all four developed
hypotheses tested were positive, indicating that all independent variables had an overall
impact on DV (Academic achievement). Thus, the research serves the purpose of identifying
IV as an element that impacts the academic achievement of students. Since this paper
highlights the perspectives of students, it will be valuable for lecturers when they generate
video footage for instructional purposes. The findings of this study may help all educational
video creators make better academic videos.
Balalle., Rethinking Educational Video Production: Insights for Improving Academic … | 160
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5. CONCLUSION
YouTube video content has a significant effect on student academic achievement, although
with varying levels of relationship between variables. Short YouTube videos are more
effective in increasing students' attention and reducing the risk of health problems such as
neck pain. However, many videos are uploaded by non-academic content creators, so the
quality and accuracy of the information is often inadequate. Variables such as video clarity
and sound quality improve the overall value of a video, but there is still dissatisfaction
regarding video clarity. The attractiveness factor of YouTube videos also encourages students
to learn, even though the performance is not very strong. Understanding of video content
provided through collaboration and YouTube visuals helps students understand complex
material, although this relationship is also relatively weak. Overall, research shows that
YouTube video content contributes positively to academic achievement, reminding lecturers
and educational content creators of the importance of optimizing the creation of learning
videos.
6. AUTHORS’ NOTE
The authors declare that there is no conflict of interest regarding the publication of this
article. Authors confirmed that the paper was free of plagiarism.
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