Assessing Users’ Perception on the Current and Potential Educational Value of an Electrical Engineering YouTube Channel

Abstract

Full comprehension of abstract concepts present in engineering education has been usually considered challenging. Engaging multimedia resources have proven to be useful pedagogical aids to increase students’ motivation. In fact, already existing dissemination videos might be suitable to fulfill this objective. This research aims to contribute assessing video implications in the enhancement of engineering education quality, through the evaluation of the current pedagogical use of a specific electrical engineering YouTube channel. To meet this objective, we characterize the use of such channel through a quantitative methodology based on a 5-point Likert scale survey (Cronbach’s alpha=0.76). Sample data was collected from 912 respondents, who assessed the channel content and format adequacy, users’ preferences, and their perceptions on video integration in educational contexts. Results show (3.98 over 5) that there is currently a far-reaching educational use of the channel, and a general perception that its contents and audiovisual format are adequate for such purpose. Most users agree (4.74 over 5) that this kind of pedagogical resource could enhance education quality. As limitations, an underrepresentation of teachers in the sample could be highlighted, though student community is well represented. Overall findings suggest that the format and cognitive load in scientific dissemination YouTube channels might be perceived as suitable for pedagogical use, as means to improve education experience. This complementary use unveils the need to implement technology integration models to facilitate their pedagogical insertion, which will be addressed as future works along with more evaluations of similar dissemination channels.