The Influence of YouTube Videos on ELA During the COVID-19 Outbreaks in Jordan

Habes, Mohammed; Salloum, Said A.; Elareshi, Mokhtar; Ganji, Seyedeh Fatemeh Ghasempour; Ziani, Abdul-Karim; Elbasir, Mahmoud

doi:10.1109/econf51404.2020.9385501

Cited by 19 publications

(6 citation statements)

References 28 publications

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“…Notably, as described here Kohler and Dietrich (2021), the learning process using YouTube videos is considered the most representative way to communicate science materials to wider and more diverse audiences. YouTube as a medium for learning was critical during the crisis, as students are demanded to be self-directed learning (Habes et al, 2020b;Irawan et al, 2020). This is crucial as a precautionary measure to mitigate lost generation in a crisis, as amplified by UNICEF in their investigation report in 2022 (UNICEF, 2020).…”

Section: Discussionmentioning

confidence: 99%

How personal, technical, social environments affecting generation Z to utilise video-based sharing platform in learning process during crisis?

Inan¹,

Hidayanto

Juita³

et al. 2023

RPTEL

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In a crisis such as COVID-19 that struck the world in 2019, social and community activities are restricted, including in-person classes. On the one hand, these restrictions are aimed as a precautionary measure against the virus spread; on the other hand, this could lead to a lost generation without an educational process. Notwithstanding this, online learning through a video-sharing platform is envisaged as the best way to keep learning in this particular situation. However, students have their learning style preferences. While a video-based sharing platform is seen as the most representative way of facilitating self-directed learning, understanding the motivations driving the adoption is crucial. This paper investigates technical, social, and personal environments that motivate generation Z to utilise this tool for self-directed learning, employing Social Cognitive Theory (SCT) as the theoretical lens. A total of 251 survey responses from this cohort were collected and analysed with a structural equation modelling approach. The findings reveal that perceived usefulness and content quality, peer influence, and self-efficacy and outcome from three perspectives, respectively, determine the adoption intention substantially by 67.1%. These findings provide several important implications for video-sharing platform acceptance in terms of both research and practice. Limitations and future research directions are also discussed.

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Section: Discussionmentioning

confidence: 99%

How personal, technical, social environments affecting generation Z to utilise video-based sharing platform in learning process during crisis?

Inan¹,

Hidayanto

Juita³

et al. 2023

RPTEL

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“…• The Performance Expectation (PE) factor is understood as "the degree to which an individual believes that using the system will help him or her to achieve gains in job performance" (Venkatesh et al, 2003, p. 447). Several research studies (Bardakci, 2019;Habes et al, 2020;Jung & Lee, 2015) have validated this factor as a significant determinant of the BI factor on YouTube usage. • The Social Influence (SI) factor is conceived as "the degree to which an individual perceives that important others believe he or she should use the new system" (Venkatesh et al, 2003, p. 451).…”

Section: Conceptual Framework Between the Utaut And Youtubementioning

confidence: 98%

“…Different authors (Elareshi et al, 2022; Habes et al, 2021) pointed to this factor as a significant determinant of the BI factor on the benefits of YouTube for educational learning. The Performance Expectation (PE) factor is understood as “the degree to which an individual believes that using the system will help him or her to achieve gains in job performance” (Venkatesh et al, 2003, p. 447). Several research studies (Bardakci, 2019; Habes et al, 2020; Jung & Lee, 2015) have validated this factor as a significant determinant of the BI factor on YouTube usage. The Social Influence (SI) factor is conceived as “the degree to which an individual perceives that important others believe he or she should use the new system” (Venkatesh et al, 2003, p. 451). The predictive relationship of the SI factor with BI has also been evidenced, as students may be influenced by the ideas of their peers about the usefulness of YouTube and may take certain actions (El‐Masri & Tarhini, 2017) that make them very likely to incorporate YouTube into their learning (Ramírez‐Correa et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Teaching digital competence in the use of YouTube and its incidental factors: Development of an instrument based on the UTAUT model from a higher order PLS‐SEM approach

Guillén‐Gámez

Magaña

Palmero

et al. 2023

Brit J Educational Tech

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The increasing use of digital resources has changed the way of teaching, where platforms such as YouTube offer large repositories of educational videos. There are many theoretical studies that analyse the digital competences of teachers, but to a lesser extent on the behaviours and use that the teacher makes of this multimedia platform. Thus, the purpose of this study is the development of an instrument in which it is analysed how the behavioural intention of teachers on YouTube impacts their digital competence to search and select information, share information, and interact with other users of the platform, and create educational material. To achieve this, following the partial least squares (PLS) method of structural equation models, a higher‐order causal model was proposed based on an adaptation and extension of the Unified Theory of Acceptance and Use of Technology (UTAUT). The study was carried out with a sample of 2157 teachers from all over Spain. The main result was that behavioural intention explained 22.70% of the true variance of teachers' digital competence. In addition, it has been possible to verify the reliability, convergent and discriminant validity of the established causal relationships, determining a model with acceptable goodness‐of‐fit. These findings show that it is a valid and reliable instrument to measure teachers' digital competences on YouTube, behavioural intention, and the system of relationships between factors. Practitioner notesWhat is already known about this topic Teachers can use YouTube to search and create creative and innovative educational lessons. The teacher must have adequate digital competence to search, select, evaluate, and effectively use the content of this platform in the classroom. The four central predictors of the UTAUT model (Unified Theory of Acceptance and Use of Technology) allow to explain and predict the adoption and use of ICT in different contexts. What this paper adds The elaboration of an instrument on the digital competences of the teacher on the use of YouTube as a didactic resource, based on an extended model of UTAUT. Identification of the factors with the greatest incidence on the behavioral intention of the teacher to use YouTube as an educational resource. Identification of how the behavioral intention and the ease of the conditions determine the use of YouTube by teachers to search for educational content, share it or create it by themselves. Implications for practice and/or policy Extensive information on the factors that teachers should pay attention to improve their behavioral intention to use YouTube as a teaching resource. The need to promote improvement policies on technological and digital conditions which will affect the digital competence of the teacher for the usability of YouTube as a more visual, verbal, and interactive educational process. Educational institutions should better prepare teachers for their role as innovative teachers, providing them with adequate digital skills in relation to the use of YouTube as a teaching resource.

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“…This flexibility makes YouTube an attractive option for students with busy schedules or those who prefer to learn at their own pace (Wang, 2020). A study conducted by Habes et al (2020)found that effort expectancy positively influences the behavioural intention to use YouTube for educational purposes. The results indicate that individuals who perceive YouTube as easy to use are more likely to use it for educational purposes.…”

Section: Effort Expectancy and Behavioral Intentionmentioning

confidence: 99%

Investigating the Role of UTUAT in YouTube-based Educational Content Acceptance during the Post-Pandemic Era

Ali

Behlol

2023

International Journal of Social Science Entrepreneurship

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This research also focused on the factors behind wider YouTube usage in Pakistan during the post-pandemic era. The researchers adopted primary constructs from the Unified Theory of Acceptance and employed Structural Equation Modelling for the data analysis. Data gathered from n= 374 individuals indicated that Performance Expectancy has a significant effect on Behavioral Intentions, showing that online platform performance positively shapes the students' behavior. However, the effect of Effort Expectancy was insignificant, indicating expecting less effort to search and find relevant content does not affect the students' Behavioral Intention. The effect of Performance Expectancy on Effort Expectancy also remained significant, indicating that performance expectations are linked with the effort expectations of the respondents. Further, Behavioral Intention significantly leads the study respondents to accept YouTube educational content for learning purposes. Finally, Perceived Usefulness significantly mediates the behavioral intention to accept YouTube educational content for learning purposes. Thus, this research concluded that virtual social networking, including YouTube, supports the young generation's learning and education. Consequently, the importance of these platforms is increasing, demanding that institutions expand their learning opportunities further, ensuring enhanced learning experiences for everyone.

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The Influence of YouTube Videos on ELA During the COVID-19 Outbreaks in Jordan

Cited by 19 publications

References 28 publications

How personal, technical, social environments affecting generation Z to utilise video-based sharing platform in learning process during crisis?

How personal, technical, social environments affecting generation Z to utilise video-based sharing platform in learning process during crisis?

Teaching digital competence in the use of YouTube and its incidental factors: Development of an instrument based on the UTAUT model from a higher order PLS‐SEM approach

Investigating the Role of UTUAT in YouTube-based Educational Content Acceptance during the Post-Pandemic Era

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