Comparing educational and dissemination videos in a STEM YouTube channel: A six-year data analysis

Ruben Lijo; José Juan Castro; Eduardo Quevedo

doi:10.1016/j.heliyon.2024.e24856

Comparing educational and dissemination videos in a STEM YouTube channel: A six-year data analysis

Heliyon. 2024 Jan 30;10(3):e24856. doi: 10.1016/j.heliyon.2024.e24856. eCollection 2024 Feb 15.

Authors

Ruben Lijo^{1

2}, José Juan Castro³, Eduardo Quevedo⁴

Affiliations

¹ Power Consulting, Hitachi Energy, 28037, Madrid, Spain.
² Escuela de Doctorado y Estudios de Posgrado, Universidad de La Laguna (ULL), 38200, San Cristóbal de La Laguna, Spain.
³ Department of Psychology, Sociology and Social Works, Universidad de Las Palmas de Gran Canaria (ULPGC), 35001, Las Palmas de Gran Canaria, Spain.
⁴ Institute for Applied Microelectronics (IUMA), Universidad de Las Palmas de Gran Canaria (ULPGC), 35017, Las Palmas de Gran Canaria, Spain.

Abstract

Didactic videos have proven to be particularly beneficial for Science, Technology, Engineering and Mathematics (STEM) education challenges. This is due to their contribution to the reduction of the intrinsic cognitive load, as well as fostering connections among subjects to promote generative processing. This fact, together with the wide presence of STEM dissemination videos on YouTube, creates an opportunity both for teachers to focus on dissemination channels to acquire quality materials, and for content creators to develop specific videos aiming to serve as pedagogical aid. Aligned with such reasoning, this paper intends to evaluate the use and performance of a STEM YouTube channel that already publishes didactic videos categorized by intentionality into dissemination or educational. Using owners' data, the channel has been analyzed, considering a six-year extension period, from 2017 to 2022, and distinguishing between the two categories of contents. This dual intention of the channel allows to evaluate the educational use of dissemination channels, compared to their use for curiosity satisfaction. Through Mann-Whitney U and correlation analyses, the main channels' metrics have been analyzed in terms of awareness (i.e., impressions, views, or subscribers), use (view duration) and interaction (comments, shares, likes or dislikes). Significant differences have been found in the performance of educational and dissemination contents, such as in views (p < 0.001), average view duration (p = 0.044) and likes (p < 0.001). Additionally, video length optimization has been found as a determining parameter influencing video performance, being educational videos more sensitive to this metric than dissemination videos. This study has shown that a STEM YouTube channel of these characteristics can benefit from publishing videos aiming to a pedagogical purpose, increasing its use compared with other STEM dissemination channels only aiming to an entertainment purpose. Additionally, this study supports previous findings that video length optimization is a determinant characteristic for audience retention rate.

Keywords: Educational technology; Informal learning; Media in education; Social media; Videos.