University of Mount Union Technology Review Model In Use Of YouTube As a Learning Tool Analysis There also some content needs a citation, so find the right

University of Mount Union Technology Review Model In Use Of YouTube As a Learning Tool Analysis There also some content needs a citation, so find the right citation and added.addressing all the feedback. Use red color for any adding or changes so I can identify your work. Must follow APA style 6th edition.See attached. 1
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A Review of Technology Review Model in Use of YouTube as a Learning Tool: The
Case of Undergraduate Students at University of Ha’il in Saudi Arabia
With increased Internet connectivity around the world, many students have been able
to pursue online courses or keep academic discussions alive with their tutors by use of email.
Teachers and lecturers can comfortably share notes and send assignments by email, as
students read, write,
and submit their essays. Even so, video-based learning systems
(VBLs) are now widespread, with many institutions around the world embracing this
approach as their preferred method of teaching and learning. Although some teaching
methods could be considered by different instructors as appropriate for certain topics or
subjects, video-based learning has become an integral part of the teaching-learning process,
now being used from algebra to zoology.
As a result, massive online open courses
(MOOCs) have become a critical component of the education sector. The use of VBL
therefore remains a critical area of interest in institutions of higher learning (Martin, 2012).
What is Video-Based Learning? ‫الفيديو؟ على القائم التعلم هو ما‬
Developers have created numerous tools and platforms for learners around the globe,
even as scholars continue to conduct numerous empirical studies in this line. One such area is
video-based learning, in which from the comfort of their smartphones, laptops, desktops, or
tablets, students can now make use of various platforms to access academic video content.
EdX and Khan Academy are some of the video-based learning systems that have been widely
adopted (Michail, 2013). Going forward, it is likely that developers will continue to bring
forth more VBL systems, as more institutions globally continue to adopt this approach to
learning.
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History of Video-Based Learning
Video-based learning has a long history which can be traced to the Second World
War, where audio and film strips were used in the training of soldiers. After that, in the
1980s, learners watched more videos, before digital videos came into the market in the 1990s
(Kerry, 2003
and Ahmed, 2014). Empirical studies point at interactive digital videos from
the early 2000s, when classrooms started to benefit from Internet connectivity. The advent of
new technologies, like smartphones, used in combination with social media platforms like
YouTube, was a major step towards integration of video applications in learning activities. In
a review conducted by Michail (2013), covering the period 2000-2012, different studies
interrogated the use of video learning as a medium for main learning, supplementary
learning, formal and informal context, a distribution that was equal in the first two (main
learning and supplementary learning). The continued adoption of VBLs by various
institutions of learning will definitely give VBLs an even richer history in the coming years.
What is streaming? ‫التدفق‬
Traditionally, students watch videos using CDs or DVDs, which means someone has
to borrow or buy the discs, and they’re only able
to watch after inserting said disc into a
computer. However, anyone accessing a web page can click a hyperlink and watch the
content linked. This is called streaming, and it only happens over the Internet; therefore, in
addition to having access to a computer device, one should have reasonable bandwidth
(Kerry, 2003). However, students do not need to visit institutional websites to watch videos,
for such videos can be made available and streamed via YouTube platform and do not have to
be downloaded, although they can be saved for future viewing. Viewers can watch videos of
choice instantly, making the viewing experience similar to that of someone watching
television. It is fast and convenient, allowing students to watch without having to deal with
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copyright problems (Kerry, 2003). Most importantly, students do not have to watch complete
videos on YouTube, because they can be shared in segments.
Benefits of Using Video-Based Learning
In massive online open courses (MOOCs),
VBLs continue to make major strides,
including the use of flipped classrooms, where students watch pre-recorded homes for
background knowledge, before coming to school to do their classwork and ask relevant
questions. This remarkable progress has continued to impact methodologies used in teaching
and learning, to consistently deliver knowledge in an attractive manner (Ahmed, 2014).
Learners who are visual-oriented stand to gain in the use of VBL. In addition to VBL being
interactive, learners tend to be more satisfied because it appeals to their emotions, since they
are able to identify with the characters and the reality of the situations they are watching.
Greatest Advantage of Using Video-Based Learning (YouTube)
VBL stands out as a very effective method of learning because, in part, it eliminates
the traditional methods of teaching that were largely teacher-centered instead of learnercentered. The adoption of VBL, especially the use of YouTube, not only improves the way
teaching is conducted but also changes the learning process, allowing learners to visualize
different themes. This way, students stand a better chance to synthesize more difficult
concepts, which can be practically explained on YouTube by demonstration
, or
accompanied with text or static pictures (Ahmed, 2014). YouTube videos are attractive in the
sense that they ease the process of catching the attention of learners, which makes them
motivated and collaborative in the learning process, delivering better outcomes.
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Fig. 1.Cone of experience.Adpated from E.Dale, Audiovisual Methods in Teaching, 1969,
Ny. Dryden Press.
Disadvantages of Using Video-Based Learning
VBLs are not without constraints. To begin with, it was noted that VBLs work very
well for learners who are visual-oriented. However, students who have hearing impairments
may have difficulties benefiting from VBLs (Akakandelwa & Walubita, 2018). Additionally
, faculty members may not always be familiar with integration of VBLs in teaching-learning
activities, making them hesitant to use them. Because of the costs associated with production
of educational videos of high quality, not many are available for free on social media
platforms, unless someone purchases a paid subscription. Technological failures like a
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computer malfunctioning in the course of watching,
bandwidth getting finished, or an
error on the quality of the video itself may interfere with the learning process and the desired
outcomes. While VBLs are effective, they take a lot of time, not only in their preparation but
also in the discussions involving analysis and interpretation thereafter.
A Helpful Alternative to One Disadvantage (YouTube) ‫ل مفيد بديل‬
Although students with hearing impairments may be disadvantaged in using VBLs,
YouTube accommodates this constraint by having the videos captioned with subtitles
(Andree, 2015). Additionally, YouTube videos can also make use of static pictures and text
messages to reinforce the lesson. In fact, it is also possible, like we see on television screens,
to have sign language interpreters reach out to special-needs learners. This goes a long way in
ensuring that those with hearing impairments do not lag behind in terms of syllabus coverage.
Further, this helps them to feel accommodated rather than being discriminated against,
because of a physical condition that is not their making. It also saves them the trouble of
having to spend time in follow ups with their teachers and colleagues, making VBLs a
convenient alternative for students with special needs.
The Technology Acceptance Model
Technology Acceptance Model (TAM) is comparatively perceived
to be the most
influential model in the technological space of acceptance, compared to other theories. Every
time a new technology comes up in the market, the use or failure to use it is usually informed
by two major factors: the perception of how easily a person can use it and how useful the user
perceives the technology to be. In a practical sense, technologies that are perceived to be
either difficult to use or time-consuming may be sufficient ground to deter the person from
embracing the new technology. In equal measure, if a user in the same age group perceives
the same technology in the case of digital games as instrumental in mental stimulation, and
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further, if the same user perceives the game to be easy to learn, the latter will accept the
technology in question (Neil, 2016). This paper will highlight the various aspects of TAM,
demonstrating why it is appropriate in appreciating its application in the use of YouTube
among university students.
Aspects of the Technology Acceptance Model ‫التكنولوجيا قبول نموذج جوانب‬
An educational tool based on the web was designed with Shockwavee and
Macromedia Director , for use in undergraduate programs to improve Disabled Students’
Programs (DSPs) DSG teaching in Telecommunication engineering (Toral, 2005). A
questionnaire is used to interrogate the use of this tool and to reference five aspects of TAM
Each of the five aspects listed below will be discussed with reference to this web-based tool
(Toral, 2005).
Fig. 2. First modified version of Technology Acceptance Model (TAM) (Davis, Bogozzi and
Warshaw, 1989)
External variables ‫الخارجية المتغيرات‬
Here, we take note of self-efficacy in the use of the web-based educational tool which
includes the ease of navigating through the website. This is made possible by the connectivity
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between the website content and the classroom. Other aspects of these external variables in
the questionnaire included enjoyment, curiosity, and playfulness. The term, “enjoyment,” was
used in this review to mean the extent to which users individually found the tool enjoyable
without necessarily referring to the instrument’s technological value. The term,
“playfulness,” was associated with the user’s personal attitude in the course of using the webbased tool, which would influence cognitive spontaneity while interacting with the computer.
Some respondents held the view that the tool excited their curiosity and aroused their
imagination as they interacted with the tool. On playfulness, many of the respondents said
they found themselves original, imaginative, spontaneous, flexible, inventive, and original
whenever they used the web-based tool. On the enjoyment variable, about half the
respondents found it pleasant and fun to use the tool while a similar number of respondents
found it enjoyable (Toral, 2005).
External variables are referred to as external dimensions, because although they
originate from the mind, they have to do with something outside of the mind – in this case, a
specific tool meant for use and the reasons thereof. Due to a lack of work in the lab and the
need to improve on pedagogy effective for more than 300 students annually at the University
of Seville, this web-based tool was developed and experimented at the university, in the
1990s
. A website was developed to ensure that the learning forum was asynchronous. This
multimedia tool for learning was also supposed to promote collaborative learning.
Consequently, it would be appropriate for individualized learning, theoretical classes, and
exercises in the lab. Learners would also be able to review the capabilities of the tool and
give feedback to the learning process. The multimedia content used in the website would be
appropriate for both traditional classrooms setting and self-learning.
Perceived Usefulness and Perceived Ease of Use ‫المدركة االستخدام وسهولة المدركة الفائدة‬
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A person’s state of mind can influence the decision of whether or not to use a given
tool, depending on how the person perceives the usefulness of ease of use of a specified tool.
For a person to perceive a tool as useful, he or she must develop trust that in utilizing the tool,
his or her operational tasks will be executed better. The user must be convinced that in using
the tool, he or she stands to gain, and significantly so, without demanding a lot of effort on
the part of the user. In the education tool designed with Shockwavee and Macromedia
Director
and reviewed by Toral (2005), about 50% of the respondents found the web tool
easy to use, while another
60% found it easy to instruct the tool to perform as intended.
Another 80% did not find the tool mentally demanding, and another 0.7256 found the webbased tool eased their remembrance on how to carry out different tasks.
Attitudes Towards Use ‫االستخدام تجاه المواقف‬
Different respondents found the web tool meaningful to them in a number of ways.
Some indicated that by using the web-based tool, their performance and productivity in said
course would improve. Using the web-based educational tool, others noted that the tool
would enhance their efficacy in the course, thereby declaring the tool useful. There are those
who held the view that the tool would make their jobs easier, hence enabling them to
accomplish their tasks more quickly. Cite
Behavioral Intention to Use ‫لالستخدام السلوكية النية‬
Different respondents to the questionnaire demonstrated different behaviours in their
intention to use the web-based tool. Some intended to make frequent use of the tool to review
certain concepts, while others intended to make use of the tool to make comparisons on some
of the theoretical and practical concepts covered during classwork. cite
Actual System Use ‫للنظام الفعلي االستخدام‬
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From the questionnaire used to survey the actual use of the web-based tool designed
with Shockwavee and Macromedia Director,
about 70% of the respondents did indicate
that they had used the web-based tool, translating to 80.28%. A similar number of
respondents said they had used the same amount of time in terms of number of hours per
week using the tool (Toral, 2005). This was significant in demonstrating that more students at
the University of Seville embraced the technology, increasing the number of those who
worked in the lab
.
Comparing Technological Acceptance Model to other Frameworks
The extent to which users express confidence in any given technological tool has
significant influence on its acceptability, and the development of newer versions or new
technologies thereof. It’s therefore imperative that the decision-makers get to know what
factors are taken into consideration by users in their deciding which particular systems they
would go for. Consequently, these views would be captured during the development phase of
a new technological product. Practitioners and researchers equally rely on responses to this
question in order to come up with better designs and evaluations and in predicting possible
responses from those using new technologies. To this end, various models have been used to
study and explain the adoption of new technologies by different users. Some of these theories
or models include The Unified Theory of Acceptance and Use of Technology (integrates
eight models and theories of technology acceptance),
Social Cognitive Theory (which
holds the view that learning takes place in social contexts where persona and environmental
factors are dynamic), Model of PC Utilization (holds the view that attitudes, norms and habits
determine people’s behavior), Theory of Reasoned Action (which links the perception and
norms of a person to his or her attitudes in the course of making decisions, allowing one to
predict the behavior and the consequences thereof), , Theory of Planned Behaviour (this is an
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extension of TRA, only it also introduces the behavior control construct), and the Technology
of Acceptance Model (discussed at length in this paper.
Theory of Planned Behavior, TPB ‫المخطط السلوك نظرية‬
This theory came about as improvement to the Theory of Reasoned Action (TRA),
which was relied upon to predict a person’s behaviour in situations that were considered
volitional. In this regard, the Theory of Planned Behaviour (TPB) focuses on the prediction of
human behaviour that is already planned. In doing so, it incorporates another important
construct, that of perceived behavioural control. TPB has evidence in literature that in various
behavioural scenarios, TPB offers significant explanations to the behavioural intentions of a
person, compared to TRA, because of the construct on perceived behavioural control, which
produces a positive correlation.
As long as a person has sufficient time to plan for a given behavior, understanding the
intentions of that behavior will go a long way in predicting the actual behavior. This would
includethe Attitudinal Summation, which would refer a person’s personal opinion about the
specific situation. This individual opinion can be traced to the person’s analysis of his or her
own beliefs, and how he or she perceives the outcomes. The attitude of the person can either
be positive or negative). On the construct of Subjective Norms, several forces from the
society may impact on the person’s view of the situation. These external forces may include
certain elements in a group, or could even be cultural); or in the context of Perceived
Behavioral Control (depending on a person’s skills and abilities, in terms of resources at his
or her disposal, a person may consider the task before him or her to be easy or difficult at any
one given moment). Cite
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Fig. 3. Theory of Planned Behaviour model. Adapted from Ajzen,1991, p. 182
Theory of Interpersonal Behavior, TIB
The Theory of Interpersonal Behaviour (TIB) deals with the complex human
behaviour as affected by factors in the social and emotional realm, as illustrated in Figure
below. In this regard, the various aspects enshrined in the TRA and TPB are adequately
captured in TIB. Although the construct of subjective norms may resemble the idea of social
factors, these factors in TIB also include roles and norms, as well as self-concept. In other
words, a person is not entirely autonomous, automatic or deliberative. TIB accounts for all
variances, no matter how small or big, for every variance is significant. The process of
forming an intention largely revolves around social factors and emotions.
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Fig. 4. Triandis’ (1977) Theory of Interpersonal Behavior (TIB) and its application in our
study (boxes with a black background)
Under TIB, behaviors can be argued in three different levels. The first level is made
up of social factors, attitudes and personal beliefs, all of which define past experiences and a
person’s characteristics as related to the behavior. How the intentions to conduct oneself in a
particular manner are affected by social determinants and cognition makes up the second
level.The third level is characterized by past experiences and situational conditions. It should
be noted that TIB is comparatively complicated, because it puts the three levels into
consideration. This would mean that under this theory, so many aspects have to be looked
into.
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Relating TAM to the Study
This study will investigate undergraduate students’ perceptions of using YouTube as a
learning tool regarding gender differences at University of Ha’il, in Saudi Arabia. The study
will rely on the TAM theory.
Why TAM?
From its conception, the TAM model has laid the basis for the argument that the
actual use of any given system by a person can be predicted based on the person’s
motivation. This motivation is inherently dependent on other external factors, which would
include the features of the system, the system capabilities, among other variables. The
motivation of a user on an actual system is also pegged on other factors of influence, which
can be used to explain the mo…
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