Good Science or Going Viral? Genetics Education on TikTok

• In Event: AERA Research in Progress Roundtable Session One
  In Invited Roundtable: Research-in-Progress RT038 (Wednesday)

Abstract

This study examined the pedagogical quality of 90 TikTok genetics videos and their relationship to popularity metrics. Researchers iteratively devised a rubric that measures content relevance, clarity, correctness, and depth across three genetics subtopics. Content was generally correct (M = 4.21, SD = 1.39) with moderate clarity and relevance but lacked conceptual depth (M = 2.43, SD = 0.99). Pearson correlations revealed no significant relationship between pedagogical quality and popularity (likes, shares, favorites), though chi-square analysis found clarity significantly associated with likes (χ²(3) = 13.03, p < .01). Findings highlight tensions between algorithm-driven engagement and formal education priorities, with implications for leveraging social media for genetics learning.

Authors

• John P Burrell, University of Connecticut

• Allison Hellman, Syracuse University