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YouTube for Procedural Learning: Empirical Insights on Student Intention to Use
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Author(s): Lim Wen Ying (Universiti Malaysia Sabah, Malaysia), Chew Yuin Xian (Universiti Malaysia Sabah, Malaysia), Chan Cyn Ye (Universiti Malaysia Sabah, Malaysia), Leow Shyir Khie (Universiti Malaysia Sabah, Malaysia), Siti Badriyah Mohamad Rozlan (Universiti Malaysia Sabah, Malaysia), William Junior Yong (Universiti Malaysia Sabah, Malaysia)and Norbayah Mohd Suki (Universiti Utara Malaysia, Malaysia)
Copyright: 2021
Pages: 18
Source title:
Handbook of Research on Technology Applications for Effective Customer Engagement
Source Author(s)/Editor(s): Norazah Mohd Suki (Universiti Utara Malaysia, Malaysia)
DOI: 10.4018/978-1-7998-4772-4.ch012
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Abstract
YouTube is reshaping teaching and learning across the world and is becoming a preferred platform for students' procedural learning to acquire relevant skills and knowledge in implementing any tasks. The aims of this research are to assess factors influencing student intention to use YouTube for procedural learning. In addition, the technology acceptance model (TAM) was applied as the underpinning theory. Data was analyzed to examine the hypothesized relationships. Results revealed that content richness, task-technology fit, YouTube self-efficacy, and vividness significantly affect students' behavioral intention to use YouTube for procedural learning. Results infer that YouTube enlarges its function as a mass-oriented means for procedural learning as students develop positive perceived usefulness of YouTube to influence their behavioral intention to use YouTube. This study integrated TAM and assessed factors influencing student intention to use YouTube for procedural learning. Future research directions are also put forward.
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