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What motivates university students to like or dislike an educational online video? A sentimental framework
ARTICLE

Computers & Education Volume 134, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Viewers' rating of educational online videos provides a clue about content quality and is frequently used as filter in video search and recommendation systems. However, it is unclear what motivates students to give a positive or negative rate to an educational video. In the presented study we tried to find out the reasons behind students' ratings. A total of 51 students were asked to rate a total of 54 YouTube's videos and to write using their own words the reasons for each rating. After cleaning the responses, 1602 and 732 reasoning statements for Like or Dislike ratings were analyzed using group concept mapping, respectively. A sentimental framework could be established consisting of six clusters in this order of significance: explanation, technical presentation, content, voice and language, efficiency, and interestingness. Toward generalizing this framework, we investigated the relationship between the online ratings of the selected videos and the active ratings by our students. We found out that the online liking ratio strongly relates to the liking ratio by our students (R2=91.3%). Furthermore, we investigated students' rating tendencies as function of their performance and gender. We found out that higher-performance students are more likely to like or dislike a video, whereas lower-performance students are less determined. The gender only affected the disliking tendency with female students making more use of the corresponding rate. The findings of the study can help students searching for educational videos as well as producers of such videos towards improved content quality and learning outcomes.

Citation

Shoufan, A. (2019). What motivates university students to like or dislike an educational online video? A sentimental framework. Computers & Education, 134(1), 132-144. Elsevier Ltd. Retrieved January 26, 2020 from .

This record was imported from Computers & Education on March 15, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2019.02.008

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