How Do Learners Evaluate Scientific YouTube Videos?

• In Event: Motivation in Online and Virtual Settings

Abstract

Abstract
This study examined how learners evaluate the epistemic quality of scientific YouTube videos in comparison to scientific webpages. Eighth grade students were asked to evaluate and rate climate change YouTube videos and webpages. Evaluation of videos and webpages was largely similar; however, students referred more frequently to experiential criteria when evaluating videos. Students' ratings of video quality were significantly predicted by visual, auditory, explanatory, and relevance epistemic criteria. These results indicate that students' evaluation of YouTube videos is shaped by their viewing experiences and by the usefulness of the content, and that attention to the accuracy and reliability of the videos is low. Thus, there is a need to design interventions to promote students' abilities to critically evaluate YouTube videos.

Authors

• Fayez Abed, University of Haifa

• Sarit Barzilai, University of Haifa