Dissertations
Date of Award
5-2023
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
Advisor
Dr. Usen Akpanudo
Abstract
The purpose of this dissertation was to determine factors influencing user engagement when watching educational videos. Specifically, this study explored the extent to which video length and video style predict the percentage watch time, number of likes, number of comments, and number of shares of educational YouTube videos. The Cognitive Theory of Multimedia Learning served as the theoretical framework for this investigation. YouTube Creator Studio was used to select a convenience sample of 683 videos created between 2008 and 2021 and uploaded to the Tarver Academy YouTube channel. Simultaneous entry ordinary least square multiple regression and negative binomial regression models were developed to test the hypotheses in the study. The analysis revealed that video length was a significant negative predictor of watch time and a significant positive predictor of likes, comments, and shares. Furthermore, an interaction between video length and video style for watch time was observed but not for likes, comments, or shares. The predictive effect of video style varied. Videos involving the instructor plus a visual were associated with a higher average predicted likes and comments, while screen recording videos were associated with higher predicted average shares. These results are closely aligned with the multimedia, segmenting, and modality principles of the Cognitive Theory of Multimedia Learning. Based on these findings, several recommendations are provided for adapting YouTube educational videos to enhance student engagement.
Creative Commons License
All Rights Reserved
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author
Recommended Citation
Tarver, Tyler, "Factors that Predict Viewer Engagement During Educational YouTube Videos" (2023). Dissertations. 80.
https://scholarworks.harding.edu/hu-etd/80
