YouTube y aprendizaje informal: Un análisis de la relación entre la plataforma y la experiencia educativa

  1. Iván Quintero-Rodríguez 1
  2. María Pilar Colás-Bravo 2
  1. 1 Universidad Loyola Andalucía
    info

    Universidad Loyola Andalucía

    Sevilla, España

    ROR https://ror.org/0075gfd51

  2. 2 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

Revista:
Comunicar: Revista Científica de Comunicación y Educación

ISSN: 1134-3478

Año de publicación: 2024

Título del ejemplar: Ecologías del metaverso y el transhumanismo: perspectivas para la reculturización digital

Número: 79

Páginas: 23-34

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Comunicar: Revista Científica de Comunicación y Educación

Resumen

Over the past decade, YouTube has undergone a significant transformation, evolving from primarily being an entertainment platform to becoming a prominent learning resource. This study aims to examine the relationship between the instrumental and pedagogical dimensions of YouTube in the context of informal learning, evaluating both its technical characteristics and its contribution to the educational experience. A specific questionnaire was developed for this purpose, which underwent expert validation and was evaluated through a pilot study. The study sample consisted of 504 participants from Andalusia, Spain. Descriptive analyses and correlations, including the Spearman correlation coefficient and the contingency coefficient, were applied to explore the relationships between dimensions and variables such as age, gender, employment status, education, and usage frequency. The results highlighted a positive evaluation of both the instrumental and pedagogical dimensions, with a particular emphasis on the appreciation of accessibility, content diversity, and the ability to customize the educational experience according to user needs. Correlations revealed that a positive assessment of technical characteristics was associated with a higher evaluation of pedagogical dimensions. Additionally, a positive correlation was found between usage frequency and the evaluation of these dimensions, while age was negatively related to them. In summary, YouTube emerges as a highly relevant platform for informal learning, with its technical aspects highly valued for enriching the educational experience.

Referencias bibliográficas

  • Abarca-Araya, S. (2013). Las redes sociales como instrumento de mediación pedagógica: alcances y limitaciones. Actualidades Investigativas en Educación, 13(2), 294-311. https://doi.org/10.15517/aie.v13i2.11726
  • Abdullah, D., Sastraatmadja, A. H. M., Lestari, N. C., Saputra, N., y Haddar, G. A. (2023). Implementation of youtube as a learning media in the new normal era. Cendikia: Media Jurnal Ilmiah Pendidikan, 13(3), 476-481. https://doi.org/10.35335/cendikia.v13i3.3464
  • Alshamsi, K. A., y Ogdol, R. E. (2022). Developing UAE Preschoolers’ Emergent Reading Skills through Balanced Literacy Approach. Educational Sciences: Theory & Practice, 22(2), 162-178. https://go.revistacomunicar.com/zSjeZT
  • Amos, D. (2024). Planning Education and “Free-Choice” Learners: Teaching the YouTube Classroom. Journal of Planning Education and Research, 44(2), 565-575. https://doi.org/10.1177/0739456X211001949
  • Aran-Ramspott, S., Fedele, M., y Tarragó, A. (2018). Funciones sociales de los youtubers y su inf luencia en la preadolescencia. Comunicar, 26(57), 71-80. https://doi.org/10.3916/C57-2018-07
  • Beltrán-Pellicer, P., Giacomone, B., y Burgos, M. (2018). Los vídeos educativos en línea desde las didácticas específicas: el caso de las matemáticas. Cultura y Educación, 30(4), 633-662. https://doi.org/10.1080/11356405.2018.1524651
  • Benson, P. (2015). Commenting to Learn: Evidence of Language and Intercultural Learning in Comments on YouTube Videos. Language Learning & Technology, 19(3), 88-105. https://go.revistacomunicar.com/F4ISAI
  • Berzosa, M. (2017). Youtubers y otras especies. El fenómeno que ha cambiado la manera de entender los contenidos audiovisuales. Barcelona: Ariel-Fundación Telefónica. https://go.revistacomunicar.com/Uk3X70
  • Bhatia, S., y Naidu, V. R. (2017). Flipped Teaching in Mathematics [conference]. International Conference on Education and New Learning Technologies EDULEARN17, Barcelona, Spain. https://go.revistacomunicar.com/RYC33o
  • Bonaga, C., y Turiel, H. (2016). Mamá, quiero ser youtuber. Ediciones Temas de Hoy. https://go.revistacomunicar.com/WZfxqb
  • Can, U., y Alatas, B. (2019). A New Direction in Social Network Analysis: Online Social Network Analysis Problems and Applications. Physica A: Statistical Mechanics and its Applications, 535, 122372. https://doi.org/10.1016/j.physa.2019.122372
  • Cayari, C. (2018). Connecting Music Education and Virtual Performance Practices From Youtube. Music Education Research, 20(3), 360-376. https://doi.org/10.1080/14613808.2017.1383374
  • Ceci, L. YouTube Usage Penetration in the United States 2020, by Age Group. Retrieved Nov. 1, 2021 from https://go.revistacomunicar. com/ZwmLAd
  • Chen, F.-W., Fu, L.-W., Wang, K., Tsai, S.-B., y Su, C.-H. (2018). The Inf luence of Entrepreneurship and Social Networks on Economic Growth—From a Sustainable Innovation Perspective. Sustainability, 10(7), 2510. https://doi.org/10.3390/su10072510
  • Cherif, K. M., Azzouz, L., y Bendania, A. (2024). Algerian Secondary School Students’ Preferences for the Use of Youtube in Their Informal Learning. Educational Technology Quarterly, 2024(2), 120-134. https://doi.org/10.55056/etq.697
  • Cheung, K.-y., Lam, A. H. C., y Chiu, D. K. W. (2023). Using YouTube and Facebook as German Language Learning Aids: A pilot study in Hong Kong. German as a Foreign Language, (1), 146-168. https://go.revistacomunicar.com/TziBFH
  • Colás-Bravo, M. P., y Quintero-Rodríguez, I. (2023). La mediación de Youtube para el aprendizaje informal: un diseño microgenético. Revista Prisma Social, (41), 175-193. https://go.revistacomunicar.com/ujyDwf
  • Colás-Bravo, P., y Quintero-Rodríguez, I. (2022). YouTube como herramienta para el aprendizaje informal. Profesional de la Información, 31(3), e310315. https://doi.org/10.3145/epi.2022.may.15
  • Colás-Bravo, P., y Quintero-Rodríguez, I. (2023). YouTube as a Digital Resource for Sustainable Education. Sustainability, 15(7), 5687. https://doi.org/10.3390/su15075687
  • Colomo-Magaña, E., Gabarda Méndez, V., Cívico-Ariza, A., y Cuevas Monzonís, N. (2020). Percepción de estudiantes sobre el uso del videoblog como recurso digital en educación superior. Pixel-Bit: Revista de Medios y Educación, (59), 7-26. https://doi.org/10.12795/ pixelbit.74358
  • Covington, P., Adams, J., y Sargin, E. (2016). Deep Neural Networks for YouTube Recommendations. En Proceedings of the 10th ACM conference on recommender systems (pp. 191-198). ACM Digital Library. https://doi.org/10.1145/2959100.2959190
  • Dubovi, I., y Tabak, I. (2020). An empirical analysis of knowledge co-construction in YouTube comments. Computers & Education, 156, 103939. https://doi.org/10.1016/j.compedu.2020.103939
  • Duernecker, G., y Vega-Redondo, F. (2018). Social Networks and the Process of Globalization. The Review of Economic Studies, 85(3), 1716-1751. https://doi.org/10.1093/restud/rdx054
  • Duyan, M., Çelik, T., Karataş, Ö., Ilkim, M., Karataş, E. Ö., Yavuz, C., et al. (2024). Mental Training and Anxiety: Examining the Moderating Role of Gender in Athletes. Revista de Psicología del Deporte (Journal of Sport Psychology), 33(1), 351-363. https://go.revistacomunicar.com/oCwL4I
  • Fedele, M., Aran-Ramspott, S., y Suau, J. (2021). Preferências e práticas dos pré-adolescentes no YouTube: resultados de um estudo realizado na Catalunha. Comunicação e Sociedade, (39), 145-166. https://doi.org/10.17231/comsoc.39(2021).2714
  • González-Hernando, C., Valdivieso-León, L., y Velasco-González, V. (2020). Estudiantes universitarios descubren redes sociales y edublog como medio de aprendizaje. RIED. Revista Iberoamericana de Educación a Distancia, 23(1), 223-239. https://doi.org/10.5944/ried.23.1.24213
  • Guo, B. (2022). Highlighting Effects of Flipped Learning on Mental Health through Metaverse: Moderating Impact of e-learning and Cyber Resilience. American Journal of Health Behavior, 46(6), 683-694. https://doi.org/10.5993/AJHB.46.6.11
  • Hossain, A., Hasan, S., Begum, S., y Sarker, M. A. H. (2022). Consumers’ Online Buying Behaviour during COVID-19 Pandemic Using Structural Equation Modeling. Transnational Marketing Journal, 10(2), 311-334. https://go.revistacomunicar.com/rqakjC
  • Joa, C. Y., Abuljadail, M., y Ha, L. S. (2023). YouTube self-directed learning in the US and Taiwan: an application of the personal responsibility orientation model. Online Information Review, 47(6), 1134-1154. https://doi.org/10.1108/OIR-01-2021-0051
  • John, N. E., Nwaguru, P., y Williams, A. J. (2022). Assessing Materials Vendor Selection in Construction Project Supply Chain: The Relative Importance Index Approach. International Journal of Construction Supply Chain Management, 12(2), 32-46. https://go.revistacomunicar.com/iR7yhI
  • Juanas, M. J. P., y Jiménez, Ó. R. (2022). James Stirling ś School Assembly Hall at Brunswick Park as synthesis of the search for a language. Rita: Revista Indexada de Textos Académicos, (17), 20-37. https://go.revistacomunicar.com/48d9vM
  • Kardas, M., y O’Brien, E. (2018). Easier Seen Than Done: Merely Watching Others Perform Can Foster an Illusion of Skill Acquisition. Psychological Science, 29(4), 521-536. https://doi.org/10.1177/0956797617740646
  • Lange, P. G. (2019). Informal Learning on Youtube. En R. Hobbs y P. Mihailidis (Eds.), The International Encyclopedia of Media Literacy (pp. 1-11). John Wiley & Sons Inc. https://doi.org/10.1002/9781118978238.ieml0090
  • Lebedev, P., y Sharma, M. D. (2019). Riddles on YouTube: Investigating the potential to engage viewers in ref lective thinking. Research in Learning Technology, 27, 2280. https://doi.org/10.25304/rlt.v27.2280
  • Lijo, R., Quevedo, E., Castro, J. J., y Horta, R. (2021). Assessing Users’ Perception on the Current and Potential Educational Value of an Electrical Engineering YouTube Channel. IEEE Access, 10, 8948-8959. https://doi.org/10.1109/ACCESS.2021.3139305
  • López-de-Ayala, M.-C., Vizcaí no-Laorga, R., y Montes-Vozmediano, M. (2020). Hábitos y actitudes de los jóvenes ante las redes sociales: influencia del sexo, edad y clase social. Profesional de la Información, 29(6), e290604. https://doi.org/10.3145/epi.2020.nov.04
  • Mansour, E. (2016). Use of Smartphone Apps Among Library and Information Science Students at South Valley University, Egypt. International Journal of Internet Education, 15(1), 30-62. https://doi.org/10.21608/ijie.2016.3681
  • Marone, V., y Rodriguez, R. C. (2019). “What’s So Awesome with YouTube”: Learning Music with Social Media Celebrities. Online Journal of Communication and Media Technologies, 9(4), e201928. https://doi.org/10.29333/ojcmt/5955
  • Moghavvemi, S., Sulaiman, A., Jaafar, N. I., y Kasem, N. (2018). Social Media as a Complementary Learning Tool for Teaching and Learning: the Case of YouTube. The International Journal of Management Education, 16(1), 37-42. https://doi.org/10.1016/j.ijme.2017.12.001
  • Neumann, M. M., y Herodotou, C. (2020). Evaluating YouTube videos for young children. Education and Information Technologies, 25(5), 4459-4475. https://doi.org/10.1007/s10639-020-10183-7
  • Nishioka, H. (2023). My Korean language teachers are YouTubers: learning Korean via self-instruction. Computer Assisted Language Learning, 36(3), 346-374. https://doi.org/10.1080/09588221.2021.1928227
  • Padilla, E. J., Portilla, G. I., y Torres, M. (2020). Aprendizaje autónomo y plataformas digitales: el uso de tutoriales de YouTube de jóvenes en Ecuador. Estudios Pedagógicos, 46(2), 285-297. https://doi.org/10.4067/S0718-07052020000200285
  • Pérez-Torres, V., Pastor-Ruiz, Y., y Abarrou-Ben-Boubaker, S. (2018). Los youtubers y la construcción de la identidad adolescente. Comunicar, 55(26), 61-70. https://doi.org/10.3916/C55-2018-06
  • Ramírez-Ochoa, M. I. (2016). Posibilidades del uso educativo de YouTube. RA ximhai, 12(6), 537-546. https://go.revistacomunicar.com/ghTQGq
  • Ranga, J. S. (2017). Customized Videos on a YouTube Channel: A Beyond the Classroom Teaching and Learning Platform for General Chemistry Courses. Journal of Chemical Education, 94(7), 867-872. https://doi.org/10.1021/acs.jchemed.6b00774
  • Rodríguez-Vázquez, A.-I., Negreira-Rey, M.-C., y López-García, X. (2024). El Desafío de las Audiencias Como Motor (re) Activo del Cambio Periodístico. Comunicar, 32(78). https://doi.org/10.58262/V32I78.11
  • Scott, P. H., Veitch, N. J., Gadegaard, H., Mughal, M., Norman, G., y Welsh, M. (2018). Enhancing theoretical understanding of a practical biology course using active and self-directed learning strategies. Journal of Biological Education, 52(2), 184-195. https://doi.org/10.1080/00219266.2017.1293557
  • Serdaroglu, E. (2023). Exploring the Use of Youtube by Symphonic Orchestras as An Educational Platform During the Pandemic of Covid-19. European Journal of Social Science Education and Research, 10(1), 01-11. https://doi.org/10.26417/770wga72a
  • Snelson, C. (2018). The Benefits and Challenges of YouTube as an Educational Resource. En R. Hobbs (Ed.), The Routledge Companion to Media Education, Copyright, and Fair Use (pp. 203-218). Routledge. https://doi.org/10.4324/9781315637549-15
  • Sokolova, K., y Perez, C. (2021). You follow fitness inf luencers on YouTube. But do you actually exercise? How parasocial relationships, and watching fitness inf luencers, relate to intentions to exercise. Journal of Retailing and Consumer Services, 58, 102276. https://doi.org/10.1016/j.jretconser.2020.102276
  • Szymkowiak, A., Melovic, B., Dabic, M., Jeganathan, K., y Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65, 101565. https://doi.org/10.1016/j. techsoc.2021.101565
  • Tadbier, A. W., y Shoufan, A. (2021). Ranking educational channels on YouTube: Aspects and issues. Education and Information Technologies, 26(3), 3077-3096. https://doi.org/10.1007/s10639-020-10414-x
  • Van den Eynde, J., Crauwels, A., Demaerel, P. G., Van Eycken, L., Bullens, D., Schrijvers, R., et al. (2019). YouTube Videos as a Source of Information About Immunology for Medical Students: Cross-Sectional Study. JMIR Medical Education, 5(1), e12605. https://doi.org/10.2196/12605
  • Wang, H.-c., y Chen, C. W.-y. (2020). Learning English from YouTubers: English L2 learners’ self-regulated language learning on YouTube. Innovation in Language Learning and Teaching, 14(4), 333-346. https://doi.org/10.1080/17501229.2019.1607356
  • Zuhair, Z., y Khattab, K. W. A. (2024). The Utility of CD10 and MUM1 Immunohistochemical Stains in Subtyping Diffuse Large B Cell Lymphoma. Journal of Natural Science, Biology and Medicine, 15(1), 51-57. https://doi.org/10.4103/jnsbm.JNSBM_15_1_6
  • Zhang, H., Zang, Z., Zhu, H., Uddin, M. I., y Amin, M. A. (2022). Big data-assisted social media analytics for business model for business decision making system competitive analysis. Information Processing & Management, 59(1), 102762. https://doi. org/10.1016/j.ipm.2021.102762
Fuente de los datos: Dialnet